START: Read 1 Guide for Repeated Interactive Read-Alouds

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Rosemary Atkinson
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1 Push-In and Connect Key Events START: Read 1 Guide for Repeated Interactive Read-Alouds Fish is Fish By: Leo Lionni Push-In Story Problem Target Vocabulary Read 1: STATE STATE: Show cover illustration and identify title and author. The title of the book is Fish is Fish and the author is Leo Lionni STATE: Purpose of Read 1 This fish looks like he is thinking about flying away. I wonder why he would want to leave this nice pond of water. Let s read and find out. Read 1: TEACH TEACH: Push-in story problem that s connected to the story purpose by using the think-aloud strategy (I wonder, I noticed, I was thinking.). A minnow and a tadpole are good friends. When the tadpole grows into a frog he is separated from his fish friend. TEACH: Push-in and connect key events that relate to the story problem. Page # Events Page # Previous Event/Explanation 4 The tadpole discovers that he has two legs. He realizes that he is different. He and the fish start to argue about whether he is a frog or a fish. 7 The tadpole has become a frog. Now that he has legs, he is able to live on land and water. When he leaves to go on land he and his friend, the tadpole, are separated. 2 In the beginning of the story, the minnow and the tadpole both looked similar. They both looked like fish. 2 Remember, at the beginning they spent all their time together. They were inseparable. Page 1

2 11-18 The frog returned to visit the fish and told him about all his adventures on land. The fish could only imagine that all the creatures that the frog told him about must look like fish After his friend told him about all the wonderful things on land, the fish jumped onto land. 28 The fish is back in the water where he belongs. Now he agrees with his friend that he is a fish and his friend is a frog. 27 Now that the fish is back in the water he can move and breathe. 6 Remember, the fish had lived in the pond his whole life and he had only seen fish and frogs. That was all he knew He wanted to see all the things that the frog had told him about. 4 The two friends are arguing. The frog is telling the fish that frogs and fish are different. The minnow, a baby fish, disagrees and does not believe his friend. 23 Remember, when he was on land, he couldn t move or breathe. TEACH: Push-in target vocabulary using PAT. Page # Point Act Tell 2 minnow Pond - small body of water tadpole weeds Inseparable - spent all their time together; never were apart Minnow - a baby fish Tadpole - a baby frog 3 tadpole legs Triumphantly - proudly 5 tiny front legs 7 climbed Grassy bank - the edge of the water 9 Wondered - thought about 12 Extraordinary - extra special, not plain Page 2

3 14 wings mysteriously Impatiently - not wanting to wait so you do something quickly 16 four legs, horns, bags of milk 21 bank whack jumped 23 gasping 25 pushed help 27 fish ever so slightly to and fro lily leaf Target Tier 2 vocabulary related to story: Envy - wanting what someone else has Relieved - glad when something that is unpleasant is over Confused - when you don t understand Terrified really scared Separated - not together; apart Stunned - surprised or shocked Luminous - bright ASK: Why did the fish want to leave the pond? Read 1: ASK Possible Answers: He missed his friend. They had been inseparable. They had never been apart. He wanted to be like a frog and live on land like his friend. He wanted to see all the things that the frog told him about. Page 3

4 Read 1: RESPOND RESPOND: Restate what child said in a more complex sentence. Use correct syntax. Model rich vocabulary. Build on children s statements by adding more information. TIE: Read 1: TIE Summarize main idea: Everyone is different and it s important to be happy with who we are. Transition to next activity and push-in how it relates to the story. Page 4

5 Push-In and Connect Characters Feelings with Key Events START: Read 2 Guide for Repeated Interactive Read-Alouds Fish is Fish By: Leo Lionni Push-In Story Problem Target Vocabulary Read 2: STATE STATE: Show cover illustration and identify title and author. The title of the book is Fish is Fish and the author, or the person who wrote the story, is Leo Lionni. STATE: Story Problem A minnow and a tadpole are good friends. When the tadpole grows into a frog he is separated from his fish friend. STATE: Purpose of Read 2 Remember, the tadpole and the minnow lived together as close friends in the pond. But the tadpole began to change and then left the pond when he became a frog. I wonder how they each felt when the tadpole changed. Let s read and find out. Read 2: TEACH TEACH: Push-in characters thoughts and feelings (as they connect to key events) that relate to the story problem. Page # Events Characters Thoughts and Feelings 4 The tadpole discovered that he had two legs. He realizes that he is different. He and the fish started to argue about whether he was a frog or a fish. 7 Now that the tadpole is a frog and has legs, he is leaving the pond. These friends will be separated. The frog must be feeling frustrated because the fish won t believe that he really is a frog. He must be thinking, I am not going to argue anymore. I know that I am a frog and that you are a fish. We are growing up to be two different animals. Look at the fish s face. He looks upset. I bet he s thinking, What is happening to my friend? He turned into a frog and now he is leaving the pond. I wish that I could go with him, but I don t have any legs. Page 5

6 13-18 The frog returned to the pond and told the fish about all the extraordinary things that he saw on land. 21 After the frog told him about his adventures on land, the fish decided to try to get to land. 23 The fish could not breathe on land so he started gasping for air. 27 The frog pushed his friend back into the water. Now he can breathe again. 28 The fish was swimming and enjoying his beautiful pond, where he belongs. The fish must be thinking to himself, Wow that sounds like such an exciting place with such extraordinary things to see. I wish I could leave the pond and see these wonderful things. I want to be like my friend. I envy him. I wish that I could be like him. The fish must be thinking, I just have to see all the wonderful things that the frog told me about. I want to see them for myself. I ll be alright the frog had a great time and so will I. I think the fish is feeling envious. He wants to be like the frog so much that he jumps onto land. The fish must feel terrified. I bet he is thinking, Oh, no. I can t breathe. I can t move! I need to get back in the water! The fish must feel relieved. He is glad that being out of the pond is over. I bet he is thinking, Wow, this is so much better. When I was out of the water I couldn t move at all, but in the water I can move any way I want. I am glad to be me. The fish must feel relieved to be back in the pond. He must be thinking, I don t need to be on land to see beautiful colors or wonderful things. I can do that right here in my pond. I am happy to be a fish. TEACH: Push-in target vocabulary using PAT. Page # Point Act Tell 2 Minnow Pond - small body of water Tadpole Weeds Inseparable - spent all their time together; never were apart Minnow - a baby fish Tadpole - a baby frog 3 Tadpole legs Triumphantly - proudly 5 Tiny front legs Page 6

7 7 Climbed Grassy bank - the edge of the water 9 Wondered - thought about 12 Extraordinary - extra special, not plain 14 Wings Mysteriously Impatiently - not wanting to wait so you do something quickly 16 Four legs, horns, bags of milk 21 Bank Whack Jumped 23 Gasping 25 Pushed Help 27 Fish Ever so slightly To and fro Lily leaf Target Tier 2 vocabulary related to story: Envy- wanting what someone else has Relieved - glad when something that is unpleasant is over Confused - when you don t understand Terrified really scared Frustrated - upset because things are not working out the way you wanted Separated - not together; apart Curious - wanting to know Stunned - surprised or shocked Luminous - bright Page 7

8 Read 2: ASK ASK: How did the minnow feel when his friend began to change? Why? Possible Answers: He didn t believe him at first. The minnow felt curious and wanted to know why his friend was changing and why he was not. He also felt envy because he wanted to do the same things that the frog did. He was curious about what he saw on land. Read 2: RESPOND RESPOND: Restate what child said in a more complex sentence. Use correct syntax. Model rich vocabulary. Build on children s statements by adding more information. TIE: Read 2: TIE Summarize main idea: Everyone is different and it s important to be happy with who we are. Transition to next activity and push-in how it relates to the story. Page 8

Pull-Out Characters Feelings Key Events START: Read 3 Guide for Repeated Interactive Read-Alouds Fish is Fish By: Leo Lionni Pull-Out Story Problem Target Vocabulary Read 3: STATE STATE: Show cover

9 Pull-Out Characters Feelings Key Events START: Read 3 Guide for Repeated Interactive Read-Alouds Fish is Fish By: Leo Lionni Pull-Out Story Problem Target Vocabulary Read 3: STATE STATE: Show cover illustration and have the children recall the title and author. Remember, the title of the book is Fish is Fish and the author, or the person who wrote the story, is Leo Lionni. STATE: Pull-out story problem. A minnow and a tadpole are good friends. When the tadpole grows into a frog he, is separated from his fish friend. STATE: Purpose of Read 3 The fish was sad and disappointed when he could not leave the pond and join his friend. I wonder why, at the end of the story, he decided that the pond was the best place to be. Let s read and find out. Read 3: TEACH TEACH: Pull-out key events and characters thoughts and feelings. Read a few passages that prompt children to respond. Ask questions such as What is happening here? Then, connect character s feelings to that event, How do you think felt when that happened? Page # Possible Descriptions of Events Possible Descriptions of Characters Thoughts and Feelings 4 The tadpole started to change into a frog. His friend, the minnow, didn t believe him and they started to argue. The frog felt frustrated because his friend would not believe that he was turning into a frog. Page 9

10 7 The tadpole turned into a frog and jumped onto land. The two friends were separated The frog came back and told the fish about what he saw on land. The minnow is curious about why his friend changed and he didn t. He was also upset that his good friend changed and left him. The fish is very curious about the extraordinary things the frog saw. He wants to be like his friend and do the same thing. He feels envious. 21 The fish decided to jump onto land. The fish was envious of his friend. He thought that he wanted to be just like the frog and live on land. 23 The fish could not breathe on land. The fish is frightened because he can t breathe. He wanted to get back in the water but he couldn t move. 27 The frog pushed the fish in the water. The fish is relieved to be back in the water. Now he can move the way he wants and he can breathe. The frog was being a good friend to help him. 28 The fish can move and breathe in the water. The fish is glad to be himself. He likes the beautiful colors in the pond. He realizes that he can still be friends with the frog, even though they are different. He is thankful to be a fish and live in such a beautiful place. TEACH: Pull-out target vocabulary. Provide opportunities for children to use target vocabulary. Read 3: ASK ASK: The final why question leads to the main idea. Why did the fish decide that the world in his pond was the best place to be? Possible Answers: He realized how beautiful it was and it was where he could live. He had to live in the pond because he would die if he lived out of water. He realized he was a fish and fish must live in water. Even though he and his friend were different, they could still be friends. Page 10

11 Read 3: RESPOND RESPOND: Restate what child said in a more complex sentence. Use correct syntax. Model rich vocabulary. Build on child s statements by adding more information. TIE: Read 3: TIE Summarize main idea: Everyone is different and it s important to be happy with who we are. Transition to next activity and pull-out how it relates to the story. Page 11

START: Read 1 Guide for Repeated Interactive Read-Alouds

Push-In and Connect Key Events START: Read 1 Guide for Repeated Interactive Read-Alouds Otis By: Loren Long Push-In Story Problem Target Vocabulary Read 1: STATE STATE: Show cover illustration and identify