START: Read 1 Guide for Repeated Interactive Read-Alouds A Pocket for Corduroy by: Don Freeman Read 1: STATE STATE: Show cover illustration and identify title and author. The title of the book is A Pocket for Corduroy and the author, the person who wrote the story, is Don Freeman. STATE: Purpose of Read 1: (Point to the cover) This is Corduroy. It looks like he is holding a piece of paper in one paw, and he has his other paw in a pocket. And look, there is a spool of thread. I m thinking that someone sewed that pocket on Corduroy s overalls for him. I wonder why Corduroy wanted a pocket? 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. (see explanation on p. 6) Corduroy realizes he doesn t have a pocket! This is a problem for Corduroy. TEACH: Push-in and connect key events that relate to the story problem. Page # Think Alouds Page # Previous Event/Explanation 3 I noticed, that Lisa is going to help her mom with the laundry. I wonder, if Corduroy will remember Lisa s directions. 5 Lisa heard her mom s words. I notice, how she is checking her pockets carefully for her precious things.
6 Corduroy realizes he doesn t have a pocket! This is a problem for Corduroy. He needs a pocket like Lisa so he will have a place to put his special, his precious, things. 5 (Flip back to pg. 5) Corduroy heard Lisa s mother tell Lisa to check her pockets to be sure she removes her precious things. 7 I noticed, that Corduroy is going to search for a pocket. He is determined to find a solution to fix his problem. Corduroy is really determined. (not going to give up) 9 I wonder, if he knows this a laundry bag. (point) If he doesn t know, I m thinking he may go inside it. He doesn t know it s a laundry bag! He thinks it s a 10 cave. Lisa notices Corduroy is gone from the chair. I m 11 thinking, that Corduroy didn t remember Lisa s directions (what she told him to do). (The man is putting his clothes from the bag with 13 Corduroy into the dryer.) I wonder, if Corduroy realizes that he s being moved. 21 He s pretending he is skiing! 22 24 25 I m thinking, he doesn t know he is in a laundry basket. I noticed that Lisa arrived early before any new customers arrived to the laundromat. The manager, saw Corduroy in the laundry basket! The same place he nodded off to sleep the night before. 6 3,7 10 18-21 11-12 20-23 (Flip Back to Pg. 6) Remember, he realized that he needs a pocket like Lisa so he will have somewhere to put his precious things. (Flip back to 3 & 7) Lisa told Corduroy to sit there and wait for her, but then he got up to search for something to make a pocket with. (Flip back to pg. 10) Remember, Corduroy climbed inside the bag filled with damp laundry because he thought it was a cave. (Flip back to pg. 18 & 19) The man had placed Corduroy on top of a washing machine, beside an empty laundry basket. When Corduroy tipped over the soap suds, he slipped down into the basket. (Flip back pg. 11) Remember that Lisa had told Corduroy to sit in the chair, but then discovered he was gone. (Flip to pg. 12) She wanted to look for him, but her mother insisted that they had to go home. She told Lisa that they would be back tomorrow and that she was sure Corduroy would still be there. That is where Corduroy was when he tipped over the box of detergent, slid down into the basket, and then fell asleep.
27 28 I m thinking, Lisa is holding Corduroy so tight because she doesn t want to lose him on the way home. It looks like she is in a hurry to get back home. I m thinking, she may have a solution to Corduroy s problem. Now Corduroy has a card with his name on it to keep in his pocket so in case he gets lost and someone finds him they will know who he is. 6 18 Remember, Corduroy realized that he didn t have a pocket like Lisa. He didn t have a place to put his precious things. That s why he went searching for a pocket. (p. 18) Remember the artist said, I wonder who that bear belongs to. TEACH: Push-in target vocabulary using PAT. Page # Point Act Tell 1 Lisa, her mother Laundry-clothes and other things made from cloth that need to be washed Laundromat-a place to take laundry to be washed and dried 2,3 Corduroy, Lisa Busy-lots of activity, lots of people there 4,5 Lisa Perked up his ears 6 Corduroy, slid slid Perked up his ears-started paying attention, listening Patiently-nicely Precious- very special 8,9 Pile, laundry bag Stack Fancy-really special, not plain 10,11 Climbed, Lisa Point to chair 12,13 Young man, beret, Corduroy, bag tossed (without) hesitating-doing it right away Dampness- a little bit of wetness Cave-a place inside a big rock where animals can go for protection Reluctant-she didn t want to do it Insisted-said Lisa had to leave Beret-a kind of hat Discovered-found
14,15 overalls tumbled Damp-a little wet 16,17 Artist, sketch pad Dizzy, spinning, swirling Inspired-it made him want to draw a picture Studio place where the artist paints pictures Manager-person who runs the laundromat 18,19 Corduroy, artist, snow (soap flakes) Search-looking for a pocket 20,21 Tipped, steep Accidentally-he didn t mean to do it 22,23 basket nodded Drowsy-a little bit sleepy 24,25 Manager, Lisa Senorita-miss 26,27 squeeze Rascal-someone who plays tricks on people 28 Pocket, card Sewed, tucked, nuzzled Target Tier 2 vocabulary related to story: Curious want to know disappeared-went away concerned-worried comfortable-to feel good disappointed-upset because things didn t work out the way you wanted them to searching-looking for something you really want or need to find relieved-happy that something you were worri ed about turned out all right reluctant didn t want to do it ASK: Why did Corduroy want a pocket? Read 1: ASK Possible Answers: He wanted a pocket because Lisa had one. He wanted to have a pocket so he would have a place to put precious things.
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: If something is important to you, it is important to take care of it. Transition to next activity and push-in how it relates to the story.
Push-In and Connect Characters START: Read 2 Guide for Repeated Interactive Read-Alouds A Pocket for Corduroy by: Don Freeman Push-In Story Problem Target Vocabulary Read 2: STATE STATE: Show cover illustration and identify title and author. The title of the book is A Pocket for Corduroy and the author, or the person who wrote the story, is Don Freeman. STATE: Story Problem: (Pg. 6) Corduroy realizes he doesn t have a pocket for his precious things! This is a problem for Corduroy, so he began searching for a pocket. STATE: Purpose of Read: I wonder how Corduroy felt when he finally got a pocket. 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 # Think Aloud Previous Events/Explanations 3 Lisa is probably thinking, I can t hold Corduroy while I am helping mother with the wash, but if he sits in this chair and waits for me, he will be fine. 6 Corduroy is probably feeling concerned that he doesn t have a pocket for his precious things. It s a problem for Corduroy and he feels that he needs one for his precious things. (Flip back to pg. 5) I noticed that Corduroy looks worried. (point to Corduroy)
9 Corduroy is determined to find a pocket. I wonder, if he knows this a laundry bag? I m thinking he might go inside it. 11 Corduroy is gone and Lisa is feeling anxious (a little worried). Lisa might be feeling anxious because she cannot find Corduroy. 12 Look at Lisa s face, she looks so sad or disappointed to be leaving without Corduroy. I bet she is thinking, Corduroy, where are you? I don t want to leave you here but my mother says we have to go. I ll be back tomorrow. 13 Corduroy is probably thinking, Oh no! Where is this man putting me? I am stuck in all these wet clothes. He probably feels scared or afraid. 14 The man is curious. He is trying to figure out how Corduroy got mixed in with his things. He s probably a little confused. 15 The man (the artist) is probably thinking, This poor bear got all wet in my bag. I bet he will feel better if his overalls were nice and dry. The artist wants to make Corduroy feel comfortable. 22 I m thinking, Corduroy doesn t know this a laundry basket. Look at this face, he looks scared. I m thinking he might even be a little lonely and afraid. 24 I m thinking, Corduroy is really precious to Lisa. She is determined to find him. 26 Look at Lisa s face, I think she is relieved that Corduroy is found. 28 Look at Corduroy s face, I bet Corduroy might be feeling relieved and excited that he has finally gotten a pocket. (Flip back pg. 3) Remember, Lisa asked Corduroy to sit in this chair. (Flip back pg. 25) When Lisa was searching for Corduroy she really looked worried.
TEACH: Push-in target vocabulary using PAT. Page # Point Act Tell 1 Lisa, her mother Laundry dirty wash 3 Corduroy Laundromat place where people do their laundry or dirty wash 5 Pocket Precious very special, worth a lot to someone 7 Slid Look around 8 Fancy decorations 9 Hugh Laundry bag a bag that people carry their laundry in 10 Corduroy Hesitating he didn t wait Dampness wet 11 Fetch go get something 12 Lisa Reluctant she didn t want to go 13 Artist Beret Corduroy 14 Corduroy Dryer a machine that people use to dry their clothes when they come out of the washer 15 Overalls 16 Spinning Studio a special room where artists paint 17 Gathered he got all his clothes together 20 Tipped 21 Ski Steep high
23 Drowsy sleepy 25 Lisa Senorita a young lady; Miss 26 Rascal someone who plays tricks 27 Hug Affectionate loving 28 Pocket Nuzzled rubbed noses Target Tier 2 vocabulary related to story: Anxious Frustrated Disappointed Sad Afraid Scared Comfortable Relieved Lonely Excited Read 2: ASK ASK: How did Corduroy feel when Lisa sewed a pocket on his overalls? Possible Answers: He was happy. He was excited. He was relieved. He was proud
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. Complete all steps if necessary. TIE: Read 2: TIE Summarize main idea: If something is important to you, it is important to take care of it. Transition to next activity and push-in how it relates to the story.
Pull-Out Characters Feelings Key Events START: Read 3 Guide for Repeated Interactive Read-Alouds A Pocket for Corduroy by: Don Freeman Pull-Out Story Problem Read 3: STATE STATE: Show cover illustrations & have the children recall the title & author Remember the title of the book is A Pocket for Corduroy and who wrote the story or the author is Don Freeman. STATE: Story Problem Remember Corduroy had a problem. (Try to pull-out story problem: Corduroy discovered that he did not have a pocket, so he went searching for something to make a pocket out of.) STATE: State the purpose of this read Now that you know this story so well, I would like for you all to help tell the story. I wonder why Lisa gave Corduroy a card with his name on it to put in his pocket? Let s read to find out. PULL OUT EVENTS AND FEELINGS: Read 3: TEACH Read a few passages that prompt children to respond. Ask questions such as What is happening here? (Children respond by describing event) Then connect character s feelings to that event, How do you think felt when that happened? Pull out events and feelings that you pushed in during the 1 st and 2 nd START reads. Provide opportunities for children to use new vocabulary Respond to children s answers by lifting the language (Add more information, model complex sentences, use new vocabulary, etc.)
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 Lisa give Corduroy a card with his name on it to put in his pocket? Possible Answers: So if he got lost people would know his name. She wanted to keep him safe and take care of him. Corduroy was special to her and she didn t want to lose him. 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: If something is important to you, it is important to take care of it. Transition to next activity and pull-out how it relates to the story.