{"id":1437,"date":"2021-12-28T21:55:44","date_gmt":"2021-12-29T02:55:44","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1437"},"modified":"2022-04-19T15:42:37","modified_gmt":"2022-04-19T19:42:37","slug":"whoever-you-are","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/kindergarten\/lets-be-friends\/whoever-you-are\/","title":{"rendered":"Read Aloud: Whoever You Are"},"content":{"rendered":"\n<div id=\"body\">\n\n\t\t\t\n<div id=\"Section-One\" class=\"section\">\n\n       \n        <strong>Written by Mem Fox<br><\/strong>\n       <strong> Illustrated by Leslie Staub<br><\/strong><br>\n        <strong>Text Type:<\/strong> Info-fiction: Persuasive \u2014 Opinion<br><br>\n        \n        <p><strong>Summary:<\/strong> This book takes readers around the earth and across cultures to show us that even though we may look different and speak different languages, we are just the same on the inside. People all around the world laugh, cry, play, learn, eat, and sleep.<\/p>\n      <p><strong>Text Features<\/strong> <br>\n        \u2022\tother languages featured (price signs, school tablets)<br>\n      \u2022\tuniversal symbols used (birthday cake, doctor\u2019s coat and stethoscope, hearts)<\/p>\n      <p><strong>Strategy Teaching<\/strong> <br>\n        \u2022\tintegrated throughout the lesson<br>\n      \u2022\tprompts focus on a range of strategies (Making Connections, Predicting, Inferring,<br>\n      Analyzing, Sequencing, Synthesizing, Evaluating, Self-Monitoring)<br>\n      \u2022\tthe comprehension purpose for listening highlights Inferring\/Synthesizing<\/p>\n      <p><strong>Assessment Opportunities<\/strong><br>\n        Note each student\u2019s ability to:<br>\n        \u2022\tattend to story reading<br>\n        \u2022\tparticipate in partner and whole-class discussions<br>\n        \u2022\tunderstand the inquiry question<br>\n      \u2022\tmake connections to their own experiences with friends<\/p>\n      <p><strong>Time:<\/strong> approximately 30\u201335 minutes<\/p>\n      \n      <\/div>\n      <div id=\"Section-Two\" class=\"section\">\n\t\t  \n<h3 id=\"BEFORE_READING\">BEFORE READING<\/h3>\n     <strong><i>Establishing the Inquiry Focus<\/i><\/strong><br>\n      <ul>\n        <li><p class=\"speach-bubble left\">For the next while, we are going to be thinking about the question &#8220;Why should we be friends?&#8221; The first thing we will think about is how even though we may look different and live in different places, we all have many similarities, or things that are the same.<\/p>\n\t\t\t\n\t\t\tExplain to the students that you will be reading a book about children who live      all over the world and that the book explains how we are all really the      same, no matter where we live or where we come from.      <\/li>\n      <\/ul>\n      <ul>\n        <li>Show      the students the front cover of <em>Whoever You Are <\/em>and read the names of the author and      illustrator.<\/li>\n      <\/ul>\n<strong><i>Activating and Building Background Knowledge<\/i><\/strong><br>\n      <ul>\n        <li> Ask      students what they notice about the cover illustration. To stimulate      student conversation, you may wish to offer prompts, such as:\n          <ul>\n            <li>Do you know what the big circle behind the people represents? What parts of the world are shown on the globe here? Let\u2019s find them on our globe. [Analyzing\/making connections]<\/li>\n            <li>What do you notice about the people we see in the illustration? [Analyzing\/inferring]<\/li>\n            <li>Whose family came to Canada from another country? Let\u2019s find the country your family came from on our globe. Let\u2019s find the area where we are right now, where our school is. [Making connections\/analyzing] <\/li>\n          <\/ul>\n        <\/li>\n      <\/ul>\n      <p><strong>Teaching Tip:<\/strong> Have a globe near the area where you are gathered.<strong><\/strong><\/p>\n      <ul>\n        \n        <li>\t\t\n\t\t\tRead  the title again and ask students to think about what it might mean. Ensure that students understand the meaning of the word \u2018Whoever\u2019 before proceeding<em>.<\/em><\/li>\n      <\/ul>\n     <p class=\"speach-bubble left\">Why do you think the author started the title with the word &#8216;Whoever&#8217;? How is the word &#8216;Whoever&#8217; diffrent from the word &#8216;Who,&#8217; or how would the title be diffrent if it were &#8216;Who You Are&#8217;?&#8230; Yes, I think that &#8216;Whoever&#8217; makes it seem like we don&#8217;t know who the people are.<\/p>\n      <ul>\n        <li><p class=\"speach-bubble left\">I am thinking the author means that many of us change a lot when we grow up.<\/p>\n\t\t\t\n\t\t\tAsk students to predict what the author\u2019s big idea might be in this book, now      that they have examined the illustration carefully and read the title.      [Predicting\/inferring]      <\/li>\n      <\/ul>\n \n      <p><strong>Teaching Tip:<\/strong> Make a T-chart of students\u2019 observations and understanding, as shown below. At this time, fill in the \u2018I See\u2019 column together with students, based on what they know from the cover. You may wish to use simple illustrations to accompany the words. Leave the second column for filling in later in the lesson.      <br>\n      <\/p>\n      <figure class=\"wp-block-table is-style-regular\">\n\n<table>\n\n            <tbody><tr>\n            <th width=\"195\" scope=\"col\"><div align=\"left\"><strong>I See<\/strong><\/div><\/th>\n            <th width=\"199\" scope=\"col\"><div align=\"left\"><strong>This Means<\/strong><\/div><\/th>\n          <\/tr>\n          <tr>\n            <td scope=\"row\"><div align=\"left\">People who look different from one another<\/div><\/td>\n            <td><div align=\"left\"><\/div><\/td>\n          <\/tr>\n          <tr>\n            <td scope=\"row\"><div align=\"left\">A globe showing the world and many people<\/div><\/td>\n            <td><div align=\"left\"><\/div><\/td>\n          <\/tr>\n          <tr>\n            <td scope=\"row\"><div align=\"left\">Happy people gathered together in a group<\/div><\/td>\n            <td><div align=\"left\"><\/div><\/td>\n         <\/tr>\n\n<\/tbody><\/table>\n\n<\/figure>\n      <ul>\n        <li>Ask students to listen as you read to find out if their predictions about the big idea were right. [Inferring\/synthesizing]      \n        <\/li>\n      <\/ul>\n      \n            <\/div>\n      <div id=\"Section-Three\" class=\"section\">\n      \n     \n     <h3 id=\"DURING_READING\">DURING READING<\/h3>\n      <ul>\n        <li>          This      book has detail-rich illustrations, other languages featured, and      universal symbols (e.g., birthday cake, stethoscope, hearts). Select, in      advance, pages you may wish to pause at and discuss with your students.      Alternate between asking students to discuss as a whole group and with      partners. <\/li>\n      <\/ul>\n      <ul>\n        <li>Prompts      for discussion may include:\n          <ul>\n            <li>(p. 3) The text begins with \u2018Little one, whoever you are.\u2019 Why do you think the author used these words at the beginning? [Inferring\/synthesizing]<\/li>\n            <li>(p. 4) On this page, what do you notice about the adult and children from the first page? Why do you think the group is shown \u2018flying\u2019 through the sky in the background? [Self-monitoring\/analyzing\/inferring] <\/li>\n          <\/ul>\n        <\/li>\n        <ul>\n          <li>(p. 5) What does the illustration show on this page? [Analyzing\/inferring]<\/li>\n          <li>(p. 6) Why do you think so many different types of homes are shown on these pages? [Inferring\/analyzing]<\/li>\n          <li>(pp. 8\u20139) What do you notice about this school? How is it similar and different from ours? [Analyzing\/making connections]<\/li>\n          <li>(p. 13) What do you notice about the signs on the baskets of fruits and vegetables? [Making connections\/analyzing]<\/li>\n          <li>(p. 14) The text says, \u2018But inside, their hearts are just like yours.\u2019 What do you think the author is going to tell us next? [Predicting\/inferring\/making connections]<\/li>\n          <li>(pp. 16\u201317) How are these last few pages different from the beginning of the book? [Analyzing]<\/li>\n          <li><p class=\"speach-bubble left\">I am thinking the author means that many of us change a lot when we grow up.<\/p>\n\t\t\t  \n\t\t\t  (pp. 20\u201321) Here the text says \u2018Little one, when you are older and when you are grown, you may be different.\u2019 What do you think the author means by that? <em>(Refer back to show students that it is the same girl as on p. 4.)<\/em> [Self-monitoring\/making connections\/analyzing\/synthesizing]<\/li>\n          <li>(pp. 22\u201323) What do you notice about the adults shown on these pages? <em>(They are adult versions of the children featured throughout the book, seen at the top of p. 23.) <\/em>[Inferring]<\/li>\n          <\/ul>\n      \n      <\/ul>  \n      \n\n            <\/div>\n      <div id=\"Section-Four\" class=\"section\">\n      <h3 id=\"AFTER_READING\">AFTER READING<\/h3>\n      <ul>\n        <li><p class=\"speach-bubble left\">Tell your partner one way that people all over the world are the same.<\/p>\n\t\t\t\n\t\t\tAsk      students to share with a partner one way that people around the world are      all the same. [Analyzing\/synthesizing]\n        <\/li>\n      <\/ul>\n      <ul>\n        <li><p class=\"speach-bubble left\">Tell your partner one way that people can be different.<\/p>\n\t\t\t\n\t\t\tAsk      students to share with a partner one way people around the world may be      different. [Analyzing\/synthesizing]\n        <\/li>\n      <\/ul>\n<ul>\n        <li><p class=\"speach-bubble left\">This helps us to understand that since we have so much in common it should be easy for us to all be friends.<\/p>\n\t\t\t\n\t\t\tConclude      the lesson by reflecting on the big idea \n          presented by the author: that no matter what our differences may be, there are so many things about us that are the same, such as our feelings. \n<\/li>\n      <\/ul>\n      \n      \n      \n            <\/div>\n      <div id=\"Section-Five\" class=\"section\">\n      \n<h2 id=\"FURTHER_READINGS\">FURTHER READINGS<\/h2>\n<ul>\n    <li><p class=\"speach-bubble left\">How is our community similar or different from what you see here? Does the place where you shop look like the one in the book? How is it the same or different? What makes you cry? What do you do when you hurt yourself? Why is an adult holding the birthday cake?<\/p>\n\t\t\n\t\tWhen      you reread <em>Whoever You Are, <\/em>emphasize      visual and textual comprehension. Ask students to compare their lives with      those of the children in the text. [Making connections: comparing\/<br>\n      analyzing\/inferring]<\/li>\n<\/ul>\n<ul type=\"disc\">\n  <li>Expand      on vocabulary concepts with students, for example, \u2018wherever you are, all      over the world.\u2019 Use the globe to help students understand the vastness of      the world and the number of different places where people live.<\/li>\n<\/ul>\n<ul type=\"disc\">\n  <li>As you      reread the text, encourage students to chime in on the refrain \u2018whoever      they are, wherever they are,\u2019 adding \u2018all over the world\u2019 as the book      progresses. Note to students how the refrain changes throughout the book      through the use of different pronouns and adjectives.<\/li>\n<\/ul>\n<ul type=\"disc\">\n  <li>After a second or third reading, go back to the chart begun earlier and fill in      the \u2018This Means\u2019 column.<br><br>\n    <figure class=\"wp-block-table is-style-regular\">\n\n<table>\n\n            <tbody><tr>\n        <th width=\"190\" align=\"left\" valign=\"top\"><strong>I See<\/strong><\/th>\n        <th width=\"250\" align=\"left\" valign=\"top\"><strong>This Means<\/strong><\/th>\n        <\/tr>\n      <tr>\n        <td align=\"left\" valign=\"top\">People who look different from one another<\/td>\n        <td align=\"left\" valign=\"top\">People look different, but are the same on the inside.<\/td>\n        <\/tr>\n      <tr>\n        <td align=\"left\" valign=\"top\">A globe showing <br>\nthe world and <br>\nmany people<\/td>\n        <td align=\"left\" valign=\"top\">People live all over the world, in different types of homes, speaking many different languages.<\/td>\n        <\/tr>\n      <tr>\n        <td align=\"left\" valign=\"top\"><p>Happy people gathered together <br>\n        in a group<\/p><\/td>\n        <td align=\"left\" valign=\"top\">Since we are the same in many ways, we need each other and should be friends.<\/td>\n       <\/tr>\n\n<\/tbody><\/table>\n\n<\/figure>\n  <\/li>\n<\/ul>\n\n\n      <\/div>\n      <div id=\"Section-Six\" class=\"section\">\n<h2 id=\"EXTENDING_THE_INQUIRY\">EXTENDING THE INQUIRY<\/h2>\n<p>Young students explore and research in multiple ways. Consider using some of the following suggestions to extend the inquiry.<\/p>\n<ul>\n  <li>    Show      students video clips and pictures of places around the world. Websites      that may be helpful include: <\/li>\n  <ul>\n    <li><a href=\"https:\/\/kids.nationalgeographic.com\/videos\/topic\/destination-world\" target=\"_blank\" rel=\"noopener\">National Geographic for Kids<\/a> Website (Select a few countries to explore that are of most interest to you and your students.) <\/li>\n  <\/ul>\n<\/ul>\n<ul>\n  <ul>\n    <li><a href=\"https:\/\/www.youtube.com\/playlist?list=PL3KbWmMnZbVo9mnpLoSFcbnfI-7e-arHj\" target=\"_blank\" rel=\"noopener\">Are We There Yet? World Adventure<\/a> Website<\/li>\n  <\/ul>\n<\/ul>\n\n<p class=\"speach-bubble left\">I&#8217;m asking myself the question,&#8230;? What question are you asking yourself?<\/p>\n\t\t  \n\u2003\u2003\u2002Encourage students to talk about the video clips and pictures and to<br> \n\u2003\u2003\u2002ask themselves questions that may be answered by other\u2002sources.<br> \n\u2003\u2003\u2002[Self-monitoring]<p>    \n\n<\/p><ul>\n  <li>Read      with students other books about similarities between people and life in other      places around the world. Place such resources in a centre so students can      look through them individually or with a partner. Encourage students to      talk about their learning and to ask questions. Suggestions include:\n    <ul>\n      <li><em>Can You Say Peace?<\/em> by Karen Katz: Henry Holt and Company, 2006 (Non-fiction: the word peace is given in many languages, showing how children all over the world want and need the same things)<\/li>\n      <li><em>Dear Juno<\/em> by Soyung Pak: Puffin, 2001 (Fiction: a boy and his grandmother exchange letters between the United States and Korea)<\/li>\n      <li><em>Everybody Cooks Rice<\/em> by Norah Dooley: Houghton Mifflin Harcourt, 1995 (Non-fiction: a girl canvases the neighbourhood and realizes that though they may cook it differently, everybody cooks rice)<\/li>\n      <\/ul>\n  <\/li>\n  <li>Invite students to use some of the provided puppets to retell or reenact a scene      from the text. Place the book nearby as a reference for the students.<br>\n  <\/li>\n  <li>Brainstorm with students other things that people all over the world have in common,      other than those mentioned in the book. You may wish to focus students\u2019      ideas on common feelings (e.g., sadness, happiness, silliness, tiredness)      or common needs (e.g., food, water, sleep, shelter).\n    \n  <\/li>\n<\/ul>\n<p><\/p><p class=\"speach-bubble left\">Do you remember when we read &#8220;Let&#8217;s Play?&#8221; What did we learn about all children? We learned they all like to play and how to play a game from Africa too, called Antoakyire.<\/p>\n\t\n\t<strong>Teaching Tip:<\/strong> If you have already read the Shared Reading text \u201cLet\u2019s Play\u201d by Susan Hughes in <em>It\u2019s My World, <\/em>link this selection to your discussion. (See Literacy Place for the Early Years.) [Making connections: text to text]<p><\/p>\n\n<ul>\n  <li>Invite      students to create a self-portrait at the art centre. Provide them with <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/letsbefriends\/bodyoutline.pdf\" target=\"_blank\" rel=\"noopener\">Body Outline BLM<\/a> to colour in as      themselves, using the appropriate hair colour and skin tone. Students will      then cut out their self-portraits and place them around a world map,      similar to the illustration on page 5. You may wish to provide a variety      of materials for students to include in their self-portraits (e.g., fabric      scraps, wool bits, skin tone crayons or paints, paper scraps). If      students\u2019 families come from other countries, place those students\u2019      self-portraits by those countries, or with pieces of string leading to the countries, to connect      them to the countries on the world map.<\/li><\/ul>\n\t\n<\/div>\n\t\n\t\n\t\n\t\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Written by Mem Fox Illustrated by Leslie Staub Text Type: Info-fiction: Persuasive \u2014 Opinion Summary: This book takes readers around the earth and across cultures to show us that even though we may look different and speak different languages, we are just the same on the inside. People all around the world laugh, cry, play, [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":3485,"parent":35,"menu_order":4,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-1437","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1437","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/comments?post=1437"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1437\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/35"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media\/3485"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=1437"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}