{"id":1462,"date":"2021-12-30T22:06:05","date_gmt":"2021-12-31T03:06:05","guid":{"rendered":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/?page_id=1462"},"modified":"2022-04-19T16:53:13","modified_gmt":"2022-04-19T20:53:13","slug":"i-like-myself","status":"publish","type":"page","link":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/kindergarten\/i-am-special\/i-like-myself\/","title":{"rendered":"Read Aloud: I Like Myself!"},"content":{"rendered":"\n<div id=\"body\">\n\n\t\t\t\n<div id=\"Section-One\" class=\"section\">\n\n\t\t\n\t\t\n\t\t<p>\n\t\t<strong>Written by Karen Beaumont<br>\n\t\tIllustrated by David Catrow<\/strong><br><br>\n\t\t<strong>Text Type:<\/strong> Fiction: Description\u2014Rhyming Account<\/p>\n\n\t\n\t\t<p><strong>Summary:<\/strong> A humorous rhyming account of a girl who, no matter what she does, or what others think of her, likes herself because, as she says, \u201cI\u2019m ME!\u201d<\/p>\n\t\t<p><strong>Text Features<\/strong><br>\u2022 punctuation: exclamation marks<\/p>\n\t\t<p><strong>Visual Literacy<\/strong><br>\u2022 humorous illustrations<\/p>\n\t\t<p><strong>Strategy Teaching<\/strong><br>\u2022 integrated throughout the lesson<br>\n\t\t\u2022 prompts focus on a range of strategies (Analyzing, Sequencing, Making<br>Connections, Predicting, Inferring, Synthesizing, Evaluating, Self\u2013Monitoring)<br>\n\t\t\u2022 the comprehension purpose for listening highlights Analyzing\/Inferring\/Synthesizing<\/p>\n\t\t<p><strong>Time:<\/strong> approximately 25\u201330 minutes<\/p>\n\t\t<p><strong>Assessment Opportunities<\/strong><br>\n\t\tNote each student\u2019s ability to<br>\n\t\t\u2022 attend to story reading<br>\n\t\t\u2022 participate in partner and whole\u2013class discussions<br>\n\t\t\u2022 understand the inquiry question\n\t\t<\/p>\n\n\n<\/div>\n<div id=\"Section-Two\" class=\"section\">\n\n<h3 id=\"BEFORE_READING\">BEFORE READING<\/h3>\n\t\t<strong><i>Establishing the Inquiry Focus<\/i><\/strong>\n\t\t<ul>\n\t\t<li>Explain that you will read the students a book telling how a little girl feels about herself and why she feels that way.\n\t\t<\/li>\n\t\t<\/ul>\n\t\t<ul>\n\t\t<li>\n\t\t\t<p class=\"speach-bubble left\">What do we see on the front and back covers? What do you think when you see this little girl? Do you think she is happy? Why?<\/p>\n\t\t\t\n\t\t\tShow students the front cover of <em>I Like Myself!<\/em> and read the title and the names of the author and illustrator. \n\t\t<\/li>\n\t\t<\/ul>\n\t\t\n<p class=\"speach-bubble left\">What is it that you like about yourself? What is something special about you or what you like to do?<\/p>\n\t\n\t\n\t<strong><i>Activating and Building Background Knowledge<\/i><\/strong>\n\t\t<ul>\n\t\t<li> Ask students how they feel about themselves and what they like to do.\n\t\t<\/li>\n\t\t<li>Ask students to turn and tell a partner what they like about themselves, what they feel is special, or something they like to do. [Making connections]      <\/li>\n\t\t<\/ul>\n\t\t<ul>\n\t\t<li> \n<p class=\"speach-bubble left\">What does she look like? Is this like or different from you? Why do you think that?<\/p>\n\t\t\t\n\t\t\tAsk students about the title of the text and the picture on the cover to discuss how they might be the same or different from this little girl. [Making connections]\n\t\t<\/li>\n\t\t<li> \n<p class=\"speach-bubble left\">Why do you think the little girl says, &#8220;I Like Myself!&#8221;? What do you think she likes about herself.<\/p>\n\t\t\t\n\t\t\tAsk students to predict why they think she likes herself. [Predicting]      \n\t\t<\/li>\n\t\t<\/ul>\n\t\t<ul>\n\t\t<li> Point to the exclamation mark and ask students if they know what this punctuation mark is. Discuss that when we see one of these exclamation marks we add excitement in our voice as we read. Model how to read the title if it were a period or an exclamation mark. Have students practise saying the title with expression. [Print concepts] <br>\n\t\t<\/li>\n\t\t<\/ul>\n\t\t<strong><i>Setting a Purpose for Listening<\/i><\/strong>\n\t\t<ul>\n\t\t<li> \n<p class=\"speach-bubble left\">As we read and look at the illustrations, find different ways the girl says she likes herself.<\/p>\n\t\t\t\n\t\t\tAsk students to listen for what the girl says about why she likes herself. [Analyzing\/inferring\/synthesizing]      \n\t\t<\/li>\n\t\t<\/ul>\n\n\n<\/div>\n<div id=\"Section-Three\" class=\"section\">\n\n\t\t<h3 id=\"DURING_READING\">DURING READING<\/h3>\n\t\t<ul>\n\t\t<li>This book has such interesting illustrations that you will want to pause frequently (every page) to discuss the text and illustrations with the students. Vary between asking students to discuss as a whole group and with partners.      <\/li>\n\t\t<\/ul>\n\t\t<ul>\n\t\t<li>Prompts for discussion could include:<br>\n\t\t<\/li>\n\t\t<ul>\n\t\t<li>What does the girl show she can do from the pictures? [Analyzing\/inferring]<\/li>\n\t\t<li>How does she compare herself to others? [Inferring]<\/li>\n\t\t<li>What does she say she likes about herself? [Analyzing]<\/li>\n\t\t<li>How does the illustration show \u2018I like me wild?\u2019 [Inferring\/synthesizing]<\/li>\n\t\t<li>Who is she being compared to when you read and see \u2018I like me wild\u2019? [Making connections: comparing]<\/li>\n\t\t<li>When she says: \u2018I like me fast. I like me slow.\u2019 how do the illustrations help us with the text? [Analyzing\/inferring]<\/li>\n\t\t<li>How does she react to how others might think about her? [Analyzing]<\/li>\n\t\t<li>What would happen if she had fleas or warts or a silly snout? [Analyzing]<\/li>\n\t\t<li>How do the illustrations help us picture the girl and what she says? [Synthesizing]<\/li>\n\t\t<li>What do you think her companion, the dog, is thinking in each picture? \n\t\t[Inferring\/ predicting\/evaluating]<\/li>\n\t\t\t<p class=\"speach-bubble left\">So why do you think she likes herself?<\/p>\n\t\t<li>Why does she say she likes herself? [Analyzing]\n\t\t<\/li>\n\t\t<\/ul>\n\t\t<\/ul>\n\n\n<\/div>\n<div id=\"Section-Four\" class=\"section\">\n\n<h3 id=\"AFTER_READING\">AFTER READING<\/h3>\n\t\n<p class=\"speach-bubble left\">Tell your partner one thing you think she liked about herself. Why does she like herself?<\/p>\n\t\n\t\t<ul>\n\t\t<li>Invite students to work with a partner to review what the girl liked about herself. [Analyzing]<\/li>\n\t\t<\/ul>\n\t\t<ul>\n\t\t<li>\n<p class=\"speach-bubble left\">What do you think is special about you? What is one thing that you think you do well? Why do you like yourself?<\/p>\n\t\t\t\n\t\t\tHave students think about themselves and one thing that they think is special about themselves.\n\t\t\n\t\t<\/li>\n\t\t<\/ul>\n\n\n<\/div>\n<div id=\"Section-Five\" class=\"section\">\n\n\n\t<h2 id=\"FURTHER_READINGS\">FURTHER READINGS<\/h2>\n\t\t<ul>\n\t\t<li> You may decide to explore some other visual resources before you reread <em>I Like Myself!<\/em> (for example, those suggested in the following section, Extending The Inquiry, or others you find).<\/li>\n\t\t<\/ul>\n\t\t<ul>\n\t\t<li>\n<p class=\"speach-bubble left\">How are you different\/the same? Do you play the same way? Do you do the same things? Do you look the same?<\/p>\n\t\t\t\n\t\t\tWhen you reread <em>I Like Myself!<\/em>, emphasize visual and textual comprehension. Ask students to compare their own feelings about themselves with the little girl\u2019s feelings about herself. [Making connections]      <\/li>\n\t\t<\/ul>\n\t\t<ul>\n\t\t<li>\n<p class=\"speach-bubble left\">Show me how you would be &#8216;wild&#8217; or &#8216;tame.&#8217; What does &#8216;stop and stare&#8217; mean? Show me. What would this look like?<\/p>\n\t\t\t\n\t\t\tDuring a rereading of the text, discuss comprehension of vocabulary concepts, e.g., \u2018I like me wild,\u2019 \u2018I like me tame,\u2019 \u2018I like me on the inside,\u2019 \u2018I may be called a silly nut, or crazy cuckoo bird,\u2019 \u2018stop and <em>stare<\/em>,\u2019 \u2018fleas or warts,\u2019 \u2018silly snouts,\u2019 \u2018knobby knees,\u2019 \u2018hippo hips,\u2019 \u2018hair that\u2019s like a porcupine,\u2019 \u2018beaver breath,\u2019 or \u2018horns <em>protruding<\/em> from my nose.\u2019      <\/li>\n\t\t<\/ul>\n\t\t<ul>\n\t\t<li>Discuss how the girl and the dog may or may not think the same. How do you know? [Analyzing\/visual literacy]<\/li>\n\t\t<\/ul>\n\n\n<\/div>\n<div id=\"Section-Six\" class=\"section\">\n\n<h2 id=\"EXTENDING_THE_INQUIRY\">EXTENDING THE INQUIRY<\/h2>\n\t\t<p>Young students explore in multiple ways. Consider using some of the following suggestions to extend the inquiry.<\/p>\n\t\t<ul>\n\t\t<li>Show students a video clip such as: <br>\n\t\t<u><a href=\"https:\/\/www.youtube.com\/watch?v=G0tyDqPPaSM\" target=\"_blank\" rel=\"noopener\">Sesame Street \u2013 Ernie &amp; Bert: Ernie&#8217;s special<\/a><\/u><br>\n\t\t1 min 50 sec \u2013 18 Sep 2007 \u2013 Uploaded by jonnytbirdzback <br>\n\t\tyoutube.com (Ernie doesn\u2019t think he is special but Bert convinces him otherwise)      <\/li>\n\t\t<\/ul>\n\t\t<ul>\n\t\t<li>Download some songs or poems to teach to the students about being special. For example\n\t\t<ul>\n\t\t<li><a href=\"https:\/\/www.canteach.ca\/resources\/songs-poems\/me\/\" target=\"_blank\" rel=\"noopener\">CanTeach<\/a> (I Am Special\/About Me songs and poems)\n\t\t<br>\n\t\t<\/li>\n\t\t<\/ul>\n\t\t<\/li>\n\t\t<li>        Read other books about being special to your students and place them in the reading centre so that students can look through them individually or with a partner. Encourage students to talk about their learning and to ask questions. Suggestions include:\n\t\t<\/li>\n\n\t\t<ul>\n\t\t<li><em>Duckie Duck<\/em> by Kate Toms: Berkhamsted: Make Believe Ideas, 2008 (Fiction: tells about one duck that enjoys being different)      <\/li>\n\t\t<li><em>You Are Special, Little One<\/em> by Nancy Tafuri: Scholastic Press, 2003 (Info\u2013fiction: a variety of baby animals all ask: How am I special?)<\/li>\n\t\t<li><em>Jack\u2019s Talent<\/em> by Mayann Cocca\u2013Leffler: Farrar, Straus and Giroux, 2007 (Fiction: children, on the first day of school, name something special about themselves)      <\/li>\n\t\t<\/ul>\n\t\t<\/ul>\n\t\t<ul>\n\t\t<li>Link to other Read Aloud texts in the original <em>Literacy Place for the Early Years<\/em> that feature being special or recognizing one\u2019s accomplishments. <em>David\u2019s Drawings<\/em> focuses on David who loves to draw his own pictures but who is happy to let his classmates help him draw a special picture. You may wish to read this book to students if you haven\u2019t already introduced it to them.<\/li>\n\t\t<\/ul>\n\t\t<ul>\n\t\t<li>Invite students to dramatize how this little girl would look  or how she <br>\n\t\twould act if we showed her as she says, \u2018I like me fast.\u2019 or \u2018I like me slow.\u2019 Suggest that they walk or do the activity like the little girl in these statements. Pause to talk over the movements.\n\t\t\n<p class=\"speach-bubble left\">How do you think the little girl would look if she did as she said, &#8216;I like me slow.&#8217;?<\/p>\n\t\t\t\n\t\t\t\n\t\t<\/li>\n\t\t<\/ul>\n\t\t<ul>\n\t\t<li>Invite students to think of other ways the girl may have looked besides having a snout or horns. Students can discuss with a partner some of their ideas and draw one of them on the <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/iamspecial\/body_outline.pdf\" target=\"_blank\" rel=\"noopener\">Body Outline BLM<\/a>.<\/li>\n\t\t<\/ul>\n\t\t<ul>\n\t\t<li>Invite students to draw pictures of themselves and label them using one of the following suggestions:\n\t\t<ul>\n\t\t<li>Using the <a href=\"\/lpeyx-teaching-support\/wp-content\/uploads\/sites\/8\/pdfs\/iamspecial\/body_outline.pdf\" target=\"_blank\" rel=\"noopener\">Body Outline BLM<\/a>, students can draw one thing that is special about themselves. Have students add labels to describe their drawing. Assist students by scribing the labels when needed, being sure to reread each label with the students.<\/li>\n\t\t<li>Students can create a finger\u2013painting of themselves on paper and record descriptive labels.<\/li>\n\t\t<li>Students can draw something special that they like to do and add descriptive labels.<\/li>\n\t\t<\/ul>\n\t\tDisplay the students\u2019 pictures with their names printed below.<\/li><\/ul>\n\n\n\n<\/div>\n\n\t\t<\/div>\n","protected":false},"excerpt":{"rendered":"<p>Written by Karen Beaumont Illustrated by David Catrow Text Type: Fiction: Description\u2014Rhyming Account Summary: A humorous rhyming account of a girl who, no matter what she does, or what others think of her, likes herself because, as she says, \u201cI\u2019m ME!\u201d Text Features\u2022 punctuation: exclamation marks Visual Literacy\u2022 humorous illustrations Strategy Teaching\u2022 integrated throughout the [&hellip;]<\/p>\n","protected":false},"author":6,"featured_media":3488,"parent":37,"menu_order":4,"comment_status":"closed","ping_status":"closed","template":"page_education_content.php","meta":{"protect_children":false,"footnotes":""},"class_list":["post-1462","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1462","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=1462"}],"version-history":[{"count":0,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/1462\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/pages\/37"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media\/3488"}],"wp:attachment":[{"href":"https:\/\/www3.scholastic.ca\/lpeyx-teaching-support\/wp-json\/wp\/v2\/media?parent=1462"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}