Professional Documents
Culture Documents
(Grades K–5)
Mentor Text: The Memory String by Eve Bunting
Interactive read alouds are an important component of a balanced literacy classroom.
Research proves that read alouds are an effective technique to use with students of
all ages several times a week.
Thoughtful planning of an interactive read aloud is critical for its success. Teachers
need to select a text that is meaningful, engaging, and supports lessons, units or
themes the class is working on. Thought-provoking questions are essential to every
interactive read aloud. Using the Revised Bloom’s Taxonomy Cognitive Dimensions
and Sadlier ® are registered trademarks of William H. Sadlier, Inc. Copyright © William H. Sadlier, Inc. All rights reserved. May be reproduced for education use (not commercial use).
is one way to ensure students will take part in a variety of discussions from
understanding the plot of the story to analyzing the author’s message.
and Sadlier ® are registered trademarks of William H. Sadlier, Inc. Copyright © William H. Sadlier, Inc. All rights reserved. May be reproduced for education use (not commercial use).
dropped another button off his
uniform on the ground? Why does
Jane think that’s a bad idea? What
does that tell you about her?
Evaluating “As soon as. . .” Why did Jane choose to leave the
button on the porch? Do you think
that was the right decision?
and Sadlier ® are registered trademarks of William H. Sadlier, Inc. Copyright © William H. Sadlier, Inc. All rights reserved. May be reproduced for education use (not commercial use).
a week. Thoughtful planning of an interactive read aloud is critical for its success.
Teachers need to select a text that is both meaningful and engaging, and it is
important to consider how the text will support lessons, units or themes the class
is working on. Thought-provoking questions are essential to every interactive read
aloud. Using the Revised Bloom’s Taxonomy Cognitive Dimensions is one way to ensure
students will take part in a variety of discussions from understanding the plot of the
story to analyzing the author’s message.
This lesson is an example of an interactive read aloud of a picture book that can be
modified to use with grades K-5. Text-specific questions are provided to ask during
the read aloud based on the Revised Bloom’s Taxonomy Cognitive Dimensions to
promote higher levels of text discussion.
Title: Stellaluna
Author: Janell Cannon
Description: This is the heartwarming story of a fruit bat that makes a home
with a family of birds after she is separated from her mother. Kids will learn
about the different characteristics of birds and bats as they enjoy this story
about friendship, compromise, and acceptance.
Understanding “Many, many times . . .” Why didn’t Stellaluna want to eat what
Mama Bird was bringing her babies?
Why did she give in?
and Sadlier ® are registered trademarks of William H. Sadlier, Inc. Copyright © William H. Sadlier, Inc. All rights reserved. May be reproduced for education use (not commercial use).
Applying “Stellaluna learned to . . .” What information could someone learn
about birds and bats from this page?
Analyzing “All the babies . . .” What are some themes in this book?
Evaluating “The next day . . .” Do you think the birds made the right
decision? What would you have done?
*This text is a picture book, and these words signify the start of the particular page referenced.
**Further Reading Articles: About Fruit Bats taken from: http://www.about-bats.com
and Sadlier ® are registered trademarks of William H. Sadlier, Inc. Copyright © William H. Sadlier, Inc. All rights reserved. May be reproduced for education use (not commercial use).
select a text that is both meaningful and engaging, and it is important to consider
how the text will support lessons, units, or themes the class is working on. Thought-
provoking questions are essential to every interactive read aloud. Using the Revised
Bloom’s Taxonomy Cognitive Dimensions is one way to ensure students will take part
in a variety of discussions from understanding the plot of the story to analyzing the
author’s message.
Understanding “That afternoon, when we . . .” What can you say about Chloe?
What can you say about Maya?
and Sadlier ® are registered trademarks of William H. Sadlier, Inc. Copyright © William H. Sadlier, Inc. All rights reserved. May be reproduced for education use (not commercial use).
Applying “I have a new name . . .” What facts would you use to show how
poorly Maya’s classmates are treating
her?
Analyzing “Then Ms. Albert let . . .” What inference can you make about
why Chloe just passed the stone?
Analyzing “But Maya’s seat remained . . .” What conclusions can you make about
why Maya left? What is the theme of
this book?
Evaluating “That afternoon, I walked . . .” What would you have done/do if you
were Chloe? What is your opinion of
Chloe?
Creating “I watched the water . . .” How would you adapt the story to
create a different outcome or would
you keep the story the same? Explain.
*This text is a picture book, and these words signify the start of the particular page referenced.
and Sadlier ® are registered trademarks of William H. Sadlier, Inc. Copyright © William H. Sadlier, Inc. All rights reserved. May be reproduced for education use (not commercial use).
select a text that is both meaningful and engaging, and it is important to consider
how the text will support lessons, units or themes the class is working on. Thought-
provoking questions are essential to every interactive read aloud. Using the Revised
Bloom’s Taxonomy Cognitive Dimensions is one way to ensure students will take part
in a variety of discussions from understanding the plot of the story to analyzing the
author’s message.
This lesson is an example of an interactive read aloud of a picture book that can be
modified to use with grades Grades K–5. Text-dependent questions are provided
based on the Revised Bloom’s Taxonomy Cognitive Dimensions to promote higher
levels of text discussion.
Understanding “Officer Buckle grinned . . .” Why do you think there are fewer
accidents in the school now?
and Sadlier ® are registered trademarks of William H. Sadlier, Inc. Copyright © William H. Sadlier, Inc. All rights reserved. May be reproduced for education use (not commercial use).
Applying “After every speech . . .” What are some examples from the
story that prove Gloria and Officer
Buckle make a good team?
Analyzing “Someone else from . . .” Why do you think Gloria and the
audience fell asleep?
Creating “Safety tip 101 . . .” Write your own safety rule. Explain
why it is important.
*This text is a picture book, and these words signify the start of the particular page referenced.
and Sadlier ® are registered trademarks of William H. Sadlier, Inc. Copyright © William H. Sadlier, Inc. All rights reserved. May be reproduced for education use (not commercial use).
important to consider how the text will support lessons, units,
or themes the class is working on. Thought-provoking questions
are essential to every interactive read aloud. Using the Revised Bloom’s Taxonomy
Cognitive Dimensions is one way to ensure students will take part in a variety of
discussions from understanding the plot of the story to analyzing the
author’s message.
Description: Unhei has just moved to America from Korea. She is embarrassed
to tell her new classmates her name, so she tells them she will pick a name by
the end of the week. The kids in her class try to help her out by filling a glass jar
with names. On the day she is about to reveal her name, the jar disappears, and
encouraged by her new friends, Unhei decides to keep her Korean name.
Understanding “Unhei pictured the. . .” Why doesn’t Unhei reveal her name to
her classmates?
and Sadlier ® are registered trademarks of William H. Sadlier, Inc. Copyright © William H. Sadlier, Inc. All rights reserved. May be reproduced for education use (not commercial use).
Do you agree with Unhei’s mother‘s
opinion that it is good to be different?
Do you want to be different from your
friends? Sometimes? All the time? Never?
Discuss.
Analyzing “The next morning. . .” What do you think about the students
collecting names in a jar for Unhei?
*This text is a picture book, and these words signify the start of the particular page referenced.
and Sadlier ® are registered trademarks of William H. Sadlier, Inc. Copyright © William H. Sadlier, Inc. All rights reserved. May be reproduced for education use (not commercial use).
are essential to every interactive read aloud. Using the Revised Bloom’s Taxonomy Cognitive
Dimensions is one way to ensure students will take part in a variety of discussions from
understanding the plot of the story to analyzing the author’s message.
This lesson is an example of an interactive read aloud of a picture book that can be
modified to use with grades K–5. Text-dependent questions are provided based on the
Revised Bloom’s Taxonomy Cognitive Dimensions to promote higher levels of text discussion.
Title: Meteor!
Author: Patricia Polacco
Understanding But most folks . . . Can you explain what is taking place
on the farm?
and Sadlier ® are registered trademarks of William H. Sadlier, Inc. Copyright © William H. Sadlier, Inc. All rights reserved. May be reproduced for education use (not commercial use).
Applying The scientists looked . . . What do you think would result if the
scientists said it was not a meteor?
and Sadlier ® are registered trademarks of William H. Sadlier, Inc. Copyright © William H. Sadlier, Inc. All rights reserved. May be reproduced for education use (not commercial use).
week. Thoughtful planning of an interactive read aloud is critical
for its success. Teachers need to select a text that is both meaningful
and engaging, and it is important to consider how the text will support lessons,
units or themes the class is working on. Thought-provoking questions are essential
to every interactive read aloud. Using the Revised Bloom’s Taxonomy Cognitive
Dimensions is one way to ensure students will take part in a variety of discussions
from understanding the plot of the story to analyzing the author’s message.
This lesson is an example of an interactive read aloud of a picture book that can
be modified to use with Grades K–5. Text-dependent questions are provided
based on the Revised Bloom’s Taxonomy Cognitive Dimensions to promote higher
levels of text discussion.
and Sadlier ® are registered trademarks of William H. Sadlier, Inc. Copyright © William H. Sadlier, Inc. All rights reserved. May be reproduced for education use (not commercial use).
mean, Negro Students Stand Up By
Sitting Down?
Analyzing “There sat the . . .” Infer why Connie said, “Looks pretty
good,” if she doesn’t even like egg
salad.
*This text is a picture book, and these words signify the start of the particular page referenced.