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Those Shoes is a children's book with themes of empathy and teasing. The book touches on socioeconomic issues. Get these lesson plans, worksheets and activities.
Those Shoes activities support the understanding of 'wants' and 'needs' through character traits, inference, and making connections.
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Where did you get those shoes? Either people want to know so they can get some too, or they are just verifying they are REAL shoes.
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Pete the Cat "I love my White Shoes":) This is a demo lesson I did for a pre-k multiply disabled classroom that I interviewed for. The ki...
This read-aloud picture book companion is a complete supplemental resource for the book Those Shoes by Maribeth Boelts. With 30 print-and-go reading activities to choose from, this resource is ideal for customizing learning to your student's specific needs and academic abilities. Students will investigate illustrations, identify story elements, determine the theme, analyze characters, compare & contrast, make predictions, inferences, & connections, answer questions that require them to think beyond the text, and much more! Students will love the engaging and fun activities, and you will appreciate the time saved hunting for high-level resources to teach reading concepts that students frequently struggle with. The activities provided are designed to enable students to apply higher-level thinking skills, encourage them to provide text evidence to support their thinking, and challenge them to express their own thoughts and/or perspectives. ⭐️This Resource Includes:⭐️ Making Predictions: Before reading, students will make predictions about the text. Story Elements: Students fill in the boxes with words & pictures to represent the story elements. Sequencing: Students will retell & illustrate the important parts of the story. Recalling events in Chronological Order: Students describe and illustrate four major events in the story in chronological order. Summary: Students complete the Somebody, Wanted, Because, But, So graphic organizer and write a summary of the story. Story Event Sort: Students will describe a scene or event from the story that fits into each of the categories & explain how the event made them feel & how it relates to the category. Making Connections: Students make connections to an event from the story. Using Details to Make Inferences: Students will read the text from the story in order to answer the leading questions and make inferences (ANSWER KEY included). Making Inferences: Students use clues & schema to make inferences while reading the story. Character Actions & Reactions: Students read about different situations that the characters faced in the story and fill in the boxes with the character's missing action, reaction, or both (ANSWER KEY included). Character Inside & Out (Jeremy): Students include details from the story to describe what the character says, thinks, does, and feels. Character Inside & Out (Grandma): Students include details from the story to describe what the character says, thinks, does, and feels. Character Feelings: Students describe how the character's feelings change throughout the story & give examples of the events that cause them to feel the way they do. Character Development: Students select character traits that best describe the character at different times throughout the story and give examples from the book to support the traits they choose. Character Change: Students will explain how the character changed from the beginning to the end of the story and describe the events that caused the change to happen. Character Summary: Students will choose a character from the story to summarize and fill out the graphic organizer. Character Perspective: Students will compare Jeremy's perspective about buying the shoes to Grandma's perspective by drawing pictures and adding words to the thought bubbles. Sketch a Scene From the Story: Students will illustrate one of the events from the story and explain why this event is important to the plot. Setting the Scene: Students identify three different settings in the story and explain how they know the setting changed. 3-2-1: Students will describe three ways Grandma expresses her affection and care for Jeremy, determine the two most likely reasons Jeremy bought the shoes even though he knew they were too small for him, and choose one word that best describes Jeremy and explain why. Author's Message: Students describe four important events from the story and put them in chronological order. Then, answer the questions about the author's message. Theme: Students answer the questions to determine which theme best fits the story and provide text evidence to support their choice. Before & After: Students will draw a picture and describe how Jeremy feels about the high-top shoes before he plays with Antonio at the park, and draw a picture and describe how Jeremy feels about the shoes after. Thinking About the Text: Students will answer the questions about the story & include examples from the text to support their answers. Thinking Beyond the Text: Students will answer the questions about the story & include examples from the text to support their answers. Book Review: Students will rate and review the book. Wait... There's More!: Students will write about what happens next in the story. If the Shoe Fits: Students will determine who they think might wear the shoes pictured, where they might go, or what they might do. Shoe Design (8 styles for students to choose from): Students design a shoe that reflects their personality. Shoe Advertisement: Students create an advertisement to persuade others to purchase the shoes they designed This resource is for extension read-aloud activities only. The book is not included.
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Interactive read alouds are an important component of a balanced literacy classroom. Download the read aloud of Those Shoes!
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Hello lovely people, I feel like my head is buzzing at the moment with all the crafty ideas I want to try...and there's not enough time i...
