Read Aloud Plan for “The Day You Begin” by Jacqueline Woodson

First Grade Unit 1: Building Good Reading Habits

Jacqueline Woodson’s The Day You Begin, is a beautiful and powerful story to welcome your students
into first grade and begin building your classroom community. This book tells the stories of students from
many different cultures and backgrounds, opening our eyes to a variety of points of view and
perspectives. It follows the journey of a little girl whose life truly starts to begin once she becomes proud
of the many aspects that make her unique. Some of your students may be new to your school. If you are
part of a large school, some children may not know each other from kindergarten, and even if children
have some familiarity with each other, we know that your classroom community is new to them. For
children who already feel a bit different because of language, skin color, clothing, or other physical
differences, coming into a new classroom can stir up feelings of loneliness and isolation. A book like this
one not only will highlight beautiful craft moves and language, but it will also help spark important
conversations about classroom community. It can help children see themselves in characters who
experience similar feelings and learn the power of talking and sharing stories with others. It can also help
children develop empathy and encourage students to start new friendships.

In all book conversations you will want to be thinking about the biases that you and your students may
hold. Asking things like: Is this always true, or just in my life and only what I know? What is the book
really saying about this? What do the people who live in this family value and think is important? Is there
another way to think about this idea or part?

When you are choosing books, it’s helpful to read about the author and illustrator to know how they came
to writing the particular book. In this instance, we learn in the blurb that Jacqueline Woodson was
inspired to write this book by a poem she wrote in Brown Girl Dreaming. As you introduce this book to
children, you may want to mention this, so as to highlight how and why authors write from their own
personal experiences.

In Building Good Reading Habits, there is a read aloud plan for the book, Ish by Peter Reynolds to
support you in engaging students in the comprehension and conversation skills you’ll want students to
transfer to their own independent reading and partner work. You’ll want to use this replicable plan to
read, think, and talk about a wide variety of stories, including those with diverse characters that provide a
mirror to your students’ experiences or a window into others’ experiences. Of course, you will decide
how many turn and talks you would like to do, and you will want to think about your pacing during the
read aloud to keep students energized and engaged. These are suggestions and a guide to use to help aid
you in your planning of read aloud.

In The Day You Begin, examples of biases might be: That food is disgusting. Kids who stay home for
vacation don’t have much to share or write about. It’s bad to have different color skin or to look
different. If you don’t speak another language, than English, I can’t talk to you or It’s weird that kids
speak other languages than English.

For example, if a student suggests that food other people eat looks unpleasant to eat, you might respond,
“Let’s reread this part and think about how this child feels about her food, kimchi and rice. Does she not
like it? No, she loves it. So, it might be that some children like kimich and other kids don’t like kimchi.
That will be true about A LOT of different foods. It’s okay to like or not like some of the same foods.
BUT in this part, did Nadja say, ‘I don’t like kimchi, I like my sandwich?’ No, she made it sound like it
was BAD to like kimchi. Is it bad to like something different? No, of course not!” Or you might model,
“Sometimes we don’t know what something tastes like. We say, ‘I don’t like that,’ when sometimes what
we mean is, ‘I’ve never tried that before and I am too scared to try something new.’ Let’s reread and
think, ‘Could that be true for Nadja? What is another way she could say that?’”
Another example, kids might say “But he doesn’t speak English, so I can’t talk to him.” You will want to
help your kids think about what it means to be a new language learner in the classroom. You might
respond by saying, “Many of us, including me, have found that people don’t always understand us or
know what we are saying when we speak with people who speak the language we are trying to learn.
BUT, like maybe many of you, I feel much better when friends smile instead of laugh at me.” Or, you
might say, “Let’s reread and think about what we are learning from Rigoberto. What does he think and
feel? How do you think he feels, or how the author Jacqueline Woodson feels about learning a new
language.”

Other possibilities of books to read at the start of the school year that model strong language and craft and
help to develop a more culturally-inclusive and empathetic community include, Alma and How She Got
Her Name by Juana Martinez-Neal, My Very Own Room by Amada Irma Perez, and Do Like Kyla, By
Angela Johnson.

Read Aloud Plan: Session 1: First Read of The Day You Begin
Pages are numbered starting with “There will be times…” as page 1.
Before You Hold up the book and introduce the story by referring to the about the author
Read: on the back jacket.
Cover, look
through some “This book, The Day You Begin, is a story Jacqueline Woodson was inspired to
pictures on the write from a poem she had written about her own life growing up. This is a
first few pages story about the different experiences and feelings different kids can have when they
try something new or meet someone new.”

Take a sneak peek with your students, previewing the cover and first few
pages.

“Let’s take a sneak peek before we read. Let’s look at the cover, the first few
pictures, and then we can read a little bit about the book before we start.”

Invite children to call out their ideas as you flip through a few of the pages.

“It sounds like we are getting some ideas about the book and the character by taking
our sneak peek. I heard people say that they see a door that looks like a ruler and
some books, so maybe the story takes place at school? I also heard people say that if
the title is, The Day You Begin, maybe someone, like the character on the cover, is
having her first day at school? Someone said she looks nervous.”

“Let’s keep looking at the pictures and say what we see… Turn and talk about what
you notice.”

“Some of you said you see kids with different color and kinds of hair. Some of you
said that you notice there are lots of flowers and birds. Some of you noticed some
kids look happy and some look nervous.”

Blurb Read the back blurb and think about what the book will be about. Get kids to
tap into their own experiences to connect early with the book.
 “Let’s read the blurb and find out what we are going learn in this story.”

“What will this book be about? What do you think we might learn? Turn and talk.”

“I heard kids say it will be about learning why kids sometimes feel different.
Someone else said that we might learn how kids are brave even when they are
feeling different. I heard some kids say that this story will teach us how to make
friends with others.”

“Thumbs up if you have ever felt different from people around you or felt left out.
As we read, think about how you are the same or different from the children in the
story, and what we can all learn from them. Then, maybe we can figure out how to
work together to create a classroom so that no one has to feel left out or alone.”

As You Read: Invite children to think about what the characters might be feeling and
Pages 1-4 thinking in their minds.

“Wow look at these pictures. We know they can tell us so about the characters.
Look closely at the pictures and think about what might the kids be thinking and
feeling on this page. Turn and talk to your partners.”

“Someone said that maybe the little girl is thinking, ‘Uh-oh, no one has hair curly
like mine. Will they like me even though my hair looks different?’ What would we
say to her if we could? Yes, we love your curly hair!”

Pages 5-6 After Page 6, prompt readers to accumulate information about the character.

“Here is Rigoberto! Did we learn why he feels different? Turn and talk about what
we learned about him.”

“Yes, he speaks a language different from the other kids and misses his country,
Venezuela. Some of us know how that feels.”

“Let’s keep reading. As we continue to get to know new characters, let’s pay
attention to how they are feeling and how that is similar or different to other
characters’ feelings.”

Pages 7- 11 Stop at the end of the page and ask children to share their thinking.
“Now that we’ve heard the experience of this little girl and the other kids in the
class, what are you thinking about how she feels? What would you like to say to
her?”

“Many of you said that you noticed that the little girl is feeling the same as
Rigoberto, because they both felt different. Rigoberto because of his language and
the little girl because her vacation was staying at home, different than the other kids.
Maybe the little girl is also afraid that kids will laugh at her. She looks worried in
the picture.”
 “What would you say to the little girl? What would you say to the other kids? Is it
okay to have different experiences, different languages? Turn and tell your partners
what you think.”

“This can be a big worry for kids. I wonder what they will do, so that everyone can
be safe and not have to worry about kids laughing and making fun of them? Are you
wondering that, too?”

“Let’s keep reading and meeting new characters who have the same kind of
feelings. Some of you may have had similar feelings, too.”

Pages 12- 14 On page 12, channel students think more about what is happening by talking
about what they see in the picture.

“This picture is making me having some questions. It might be an important place

to talk about what we see happening in this picture. Does it look nice, or not nice?
Say why you think that. Imagine what they might be saying.”

“Now let me show you this page. With your partners, think about what kids might
be feeling, thinking and saying. Why? Talk about the kids on this side of the page
and this child on this side of the page.”

Have students share their opinions showing thumbs on their fingers.

“I hear a lot of kids say, maybe they are making fun of or talking about her food
that is different. Thumbs up if you think that is a nice idea. Thumbs sideways, you
think they should change what they are doing.”

“Let’s read this part and find out if we were right. And think about what is
happening and why.”

Stop and clarify meaning. Prompt students to think about what is happening
and monitor for understanding.

“What does this part mean, ‘too unfamiliar for others to love?’ Let’s think more
about that to make sure we understand. Yes, maybe it is a kind of food that that they
don’t know or like. It is different than the food they’re eating. Is that okay? Sure!
But how is this little girl feeling? Hold that in your mind and let’s keep reading.”

“This part, with her friend Nadja, listen carefully to what the friend does and how
that makes this other girl feel… What does she do and say? What is that making
you think? Turn and talk.”

“It does sound like Nadja is making fun, by wrinkling her nose and not talking in a
kind and curious way. It’s like she is disgusted. Fair or unfair? Kind or unkind? It
probably does make her friend here feel different and badly about her lunch. Think
about what you would like to say her. Act it out with your partner.”

Pages 15-20 Invite students to study the page, make a comparison to the other parts, and
then imagine what they might say or do if they were there.
 “It seems that this part as some connection to the parts before it. Let’s turn and talk
about what is happening here, and how the character, the little boy feels. How is this
the same as the other characters we have learned about?”

“What would you say to the little boy? What would you say to the other kids? Turn
and act it out with your partner.”

Pages 21 Prompt students to notice the change and make a prediction.

“Sounds like something is changing here. Let’s stop to notice what is happening.
Now we know the main character’s name - It’s Angelina. What else do we notice
she is doing? How will that create a change? Since it seems like things are
changing, it’s probably a good time to think about what might happen next. Turn
and ask your partner what they think will happen next.”

Kids may share about how Angelina is no longer looking sad, they may talk about
how she is now sharing her story, while other kids might say she is not being shy,
she is being brave.

Pages 23-24 Pause to prompt children to think about the change in the story.

“Wow, readers, what is happening? What do you notice is changing? Listen to the
words and study the pictures. Turn and talk.”

“In your turn and talks many of you are saying that Angelina and the other kids look
happy. Rigoberto is kind of like her! He has a sister with the same name.”

“How did that happen? Let me reread the last page again, and then I want you to
retell, how did Angelina change?”

Listen to the retells and prompt kids with some starters:

In the beginning of the story, Angelina felt…

But then she decides to…
So she realizes...

Some retells might sound like, “In the beginning, Angelina felt nervous that kids
would laugh at her for staying home instead of going on vacation. But then she
decides to share her story and she was brave. And then realizes that other kids have
things in common with her.”

Pages 25-27 Suggest that readers do some additional thinking at the end of the book.

“Now that we’ve come to the end, let’s do some more thinking. Let’s first retell the
whole story! Then let’s pick the important parts that we want to talk more about in
the story!”

Or

“We just finished this beautiful story. Let’s talk about why it is called, ‘The Day
 You Begin.’ Turn and talk about why you think it is called this and how do the parts
of the story fit with the title.”

“Yes, it’s about the day you begin school, like the first day meeting new friends. In
this story, Angelina also begins to do something new - share her story and be brave.
So maybe today is the day WE begin. What ideas do you have for helping make
sure our classroom and school and world is a place where friends are kind and fair
and accepting? What can we begin to do starting today?”

Read Aloud Plan Session 2

Before You Prompt readers to remember the story and retell the important parts.
Read
“Readers, before we reread our book let’s retell to make sure we remember about the
kids in this story who feel different and why they feel different. I will show you some of
the pictures to remind you. Turn and retell as much as you remember about the different
parts.”

“As we read today, touch your heart when you notice a character having a strong feeling
- like being lonely, embarrassed or feeling badly for not being included. We can then act
those parts out, thinking about the question, ‘What is another thing the kids can do?’ I bet
this will show us some of the lessons that Jacqueline Woodson is trying to teach us in
this story.”

Pages 1-7 Acknowledge that students are noticing strong feelings by children touch their
hearts and give them time to share their thinking.

“This part here, about the hair and the skin, I see some of you touching your hearts. Let’s
talk about the strong feelings characters might be having and why. What could kids say
to each other that would be helpful and kind?”

“This part about Rigoberto, lots of hands on your hearts again. What might he be saying
to himself or thinking, turn and tell your partner.”

“Now, let’s talk about what could the kids do differently here...”

Pages 14- Think aloud about the character feelings and prompt readers to think about and
15 whisper what the character might be thinking.
(lunchroom
scene) “I see many of you are touching your heart. You are noticing that the character is
slumped over her lunchbox, hiding her face, which means she is probably feeling lonely
or embarrassed about her food. Right now, think about what she might be thinking and
whisper it in your hands. I hear some of you whispering thoughts like ‘I eat this food all
the time at home. Why are they staring at me and making faces?’”

Prompt students to act it out, putting themselves in the shoes of the characters.

“Let’s act it out. Partner A, you play the part of Nadja. Partner B, pretend to be the little
 girl eating her kimchi and rice.”

“How could this part go differently, if everyone was a little more like Angelina, and
sharing their stories. Try it a new way.”

Page 21 Think aloud, as if noticing a new detail upon rereading the text.

“Oh! Here is the little boy. Let’s look closely at the details in the picture and listen to the
words. What do you see and notice?”

“I notice the boy is seeing himself do something different in the reflection than he is
actually doing. In the reflection he is standing with the book open and smiling. I didn’t
notice that the first time we read this book. And I also see his mouth is open. I wonder if
he’s reading out loud.”

“What does this mean? What do you think? Turn and talk to your partner?”

“Remember the title? What is The Day You Begin? Is something beginning to change?”

Page 25 Pause to prompt children to think about the change in the story and how it connects
with other parts.

“Here is the part where she is beginning to share her story! She is changing. How is this
the same or different then the other parts of the story? Turn and discuss.”

Whole Spark a whole-class discussion about the story’s message.

Class
Discussion “The characters in stories learn lots of lessons, but guess what . . . so do readers! What
lesson does this book teach US? What do you think the author wants us to remember?”

Possible lessons that may be shared:

- Sometimes differences make us feel uncomfortable or like we don’t belong
- It’s okay to be different: Speak different languages, have different vacations, eat
different foods
- When we know people feel different, we can be helpers and be kind
- When we share stories, we make connections and understand each other
- We have more in common with people than we think
- Sharing your voice/your words with other people can make a difference

Possible coaching prompts during conversations:

● Can you say more about that?
● Why do you think that’s important?
● Who else can add on?
● Can you give an example?

Prompt readers to discuss the lessons learned.

“Books can teach us lessons that we can take into our own lives. Let’s talk about these
different lessons we learned in this story and how we want to be good friends in this
community. Let’s start with the idea someone said, ‘It’s okay to be different.’ Let’s find
the parts to talk about that in this story and in our classroom life together!”