Kindergarten

Interactive Read Aloud: I love you, Stinky Face

Written by Lisa McCourt & Illustrated by Cyd Moore

Standards
● CC.1.5.K.A - Participate in collaborative conversations with peers and adults in
small and larger groups

Essential Question
● How can we show love to others?

Objectives
● Given the story, I Love You, Stinky Face, the students will actively participate in
collaborative conversations with their peers in a small group setting to the
teacher’s satisfaction.
● Given the story, I Love You, Stinky Face, the students will actively participate in
collaborative conversations with their peers in a large group setting to the
teacher’s satisfaction.

Materials
● I Love You, Stinky Face written by Lisa McCourt; illustrated by Cyd Moore

Procedure
Before Reading
● Today we are going to read my favorite story from when I was little. My
mom would read it to me every night before I went to bed. It’s titled I Love
You, Stinky Face. It is written by Lisa McCourt and illustrated by Cyd
Moore.
● The word “love” is in the title (motion for love: place hand on heart). Love
is a feeling we have for people, hobbies, or objects. I know that I love my
dog, Kaito because he is cute and friendly. Can you think of some things
that you love? How can we show our love for others? Turn to your carpet
partner and share your ideas for two minutes.
○ Walk around to different groups during their sharing time. Listen to
the students’ ideas and bring the class back together after two
minutes.
○ Once the class is brought back together and the ideas are shared
with the whole group, continue with the introduction of the story’s
problem.
● In this story, you will meet a little boy and his mama. One night as she
tucks him into bed, the little boy wonders what his mama would think of
 him if he were different creatures. He thinks that if he was an alligator or a
green alien, his mama would not love him the same as she does when he
is a person.
● Let’s read the story to find out if the little boy’s mama will change how she
loves him.
During Reading
● Words or phrases to showcase are as follows: in order
○ “Super smelly skunk” (pg #7) - Make a gesture for stinky. Wave
hand in front of the nose and make a disgusted face.
○ “Enormous jaws” (pg #13) - Point to mouth and show teeth to
notify that “jaws” is another term for teeth.
○ “Ferocious” (pg #13) - This means to be aggressive (show
muscle) and mean (make an angry face)
○ “Bon Appétit” (pg #25) - This is a saying that people in France
use when the food they are eating is yummy. In this story, the bugs
are yummy.
○ “Gigantic eyelid got droopier and droopier” (pg #28) - Close
eyes slowly as if you are falling asleep to show the meaning of
“droopy.”
● Inferences
○ Pg #11 - I wonder if the alligator will nibble on the mama. What do
you think the mama will do when her son turns into an alligator?
After reading the next two pages, ask the class the following: Would
you ever stick your head in an alligator’s mouth to check for a sore
throat?
○ Pg #19 - I think that the mama would miss the swamp creature if he
was not allowed to leave his new home. How do you think the
swamp creature would feel if he could not see his mama?
○ Pg #23 - I’m curious about the types of bugs the green alien would
eat. What are some bug types that we think he would enjoy? Would
you ever eat bugs instead of peanut butter?
After Reading
● Central Reading Questions
○ Ask - Why do you think the little boy asked his mama about loving
him as different creatures?
Look For - He wanted to know what she would think of him if he
looked scary, smelled stinky, or acted strangely.
○ Ask - Why was the mama never scared of the creatures?
Look For - The creatures were still her son. The person inside the
creatures was the same throughout the story.
 ○ Ask - Why did the mama always take care of the different
creatures?
Look For - The mama loves her son.
● Story Discussion
○ I have two questions that I would like you to think about in your
head. 1) What was your favorite creature in the story and why? 2)
What actions did the mama do to show the creatures she loves
them?
○ Once you have a few ideas in your head, I want you to turn to your
carpet partner and share them. I will set the timer for five minutes.
Once the timer ends, turn back to me and we will wrap up I Love
You, Stinky Face.

Summarizing Strategy
● Today, we read I Love You, Stinky Face was written by Lisa McCourt and
illustrated by Cyd Moore. We learned that the word “love” means to care for
others or to like something very much. We also learned that we can show love to
others by doing nice things, saying nice words, and accepting differences.

Special Considerations
● Accommodations
○ Preferential Seating - The behavior of the students will be regulated
through a pre-arranged seating chart made by the teacher. This
accommodation will limit students from becoming distracted by those who
surround them. Students have carpet partners, which are also chosen by
the teacher. This ensures that the groups work well together.
○ Visual Cues - Throughout the course of reading the designated story, the
teacher will make multiple cues to aid the students’ comprehension of the
storyline and the vocabulary words. These visual cues are found in the
“procedure” section of this lesson plan under “during reading.”
○ Paraphrased & Reworded Questioning - The “after reading” section lists
multiple questions for students to answer. It is possible that students will
have difficulty comprehending the questions listed. The teacher will
rephrase the question if the students are not understanding the original
question or they are not reaching the desired answers.

References

McCourt, Lisa, and Cyd Moore. I Love You, Stinky Face. Cartwheel Books, 2009.
“Standards.” SAS, www.pdesas.org/standard/.