Read-a-loud purpose and application Reading out loud to a class is a time-honored tradition.

Interactive read-alouds are a way for teachers to take this activity and make it instructionally valuable. An interactive readaloud is purposeful and planned and an ideal way for teachers to introduce new concepts and model and monitor learning. According to Lincoln Public Schools, interactive read-alouds are: A teaching context in which students are actively listening and responding to an oral reading of a text above their independent reading level but at their listening level. A time when the teacher models through think a-louds. A time when students actively participate as they apply and practice the strategy that has been modeled. An opportunity for students to build their vocabularies and strengthen their comprehension strategies. Interactive read a-louds can be used to: Build/expand of oral language Strengthen vocabulary, fluency and comprehension skills/strategies. Stimulate deeper thinking Provide opportunities for students to practice skills Familiarize students with text structures and genres Broaden students knowledge on the craft of writing.

Because of the effectiveness and flexibility of interactive read-alouds, we have chosen to expound on this teaching model by adding the skills of historical thinking. Childrens literature is an easy way of introducing reading, writing and historical thinking skills. The interactive read aloud lesson plans we have created give classroom teachers the opportunity to teach crosscurricular lessons with well thought out reading and historical thinking plans.

Pam Reber, Ann Whisinnand, Sonya Zimmerman

Table of Contents Turn and talk procedures Tips for effective Think-a-louds Thinking Partners Talking Stems Collaborative Conversations Collaborative Conversational Starters Interactive Read Aloud Lesson Plan Standing Tall by Jamie McKenzie Martins Big Words by Doreen Rappaport The Story of Ruby Bridges by Robert Coles The Picture Book of Rosa Parks by David A. Adler; Illustrated by Robert Casilla Montgomery City Code, 1952 Sit-In: How Four Friends Stood Up by Sitting Down, by Andrea Davis Pinkney; illustrated by Brian Pinkney. Back of the Bus, by Aaron Reynolds, Illustrated by Floyd Cooper Freedom on the Menu the Greensboro Sit-ins, by Carole Boston Weatherford The Tennessee Tornado Wilma Rudolph, by Jo Pitkin Bibliography

Turn and Talk Procedures Step 1: Explain 1 In this class, you will have guided conversation with one of your classmates we will call this Turn and Talk. 2 The person will be called your Thinking partner. 3 When I give you a signal (establish signal) you will pair up with your thinking partner. 4 I will give you a discussion topic or question to answer. 5 During these quick conversations, it is important that you stay on topic and not interrupt each other. Step 2: Rehearse 1 Lets practice 2 You know your thinking partner. Point to your thinking partner. I will pose a question. When I say Turn and Talk, that is your signal to begin the conversation. L 3 In your pair, the person whose names comes first in the alphabet will go first. The other person will not interrupt. 4 I will count backwards from five to zero and that will be the signal to end your conversation. 5 Listen for teacher directions for what will happen next. 6 You will have five seconds to respond to the question: What is your favorite color and why? Turn and Talk. Step 3: Reinforce 1 Complement the class for the efforts. 2 Share some specific feedback about how the pairs did. 3 Remind the class again of the expectations. 4 Repeat the activity. 5 Second question: What is your favorite food and why? 6 Expect to use this procedure again tomorrow. 7 Dismiss students from rug using signal. Step 4: Reflect 1 What went better during the second conversation? 2 How will I successfully use this procedure tomorrow?

Lincoln Public Schools, 2012

Tips for an Effective Think-Aloud 1 2 Select a text that is interesting, engaging, and a good match for the strategy you are spotlighting. Tell students that they are about to enter a strange new world that is the world of your thoughts as a reader. Tell them that your thoughts will not be the same thoughts as theirs. Roughly plan your think-aloud beforehand. Use sticky notes to mark a few good stopping places. Be flexible and willing to stop and think aloud at any point if you feel it would be beneficial to the group. Use a signal to show kids when you are reading and when you are thinking aloud be clear with your language. Use phrases such as: a I wonder... b I think... c I predict... d Im not sure about... e This part made me think about... Be authentic. Dont invent or make up forced connections. Stop and talk about how you use the strategy to help you understand what you are reading. Dont overdo your think-aloud by stopping too often. Make sure you keep the flow of the text and meaning intact.

3 4 5 6

7 8 9

Lincoln Public Schools, 2012

Thinking Partners Talking Stems Im thinking... Im noticing... Im wondering... I cant believe... This part reminds me of... This is confusing because... Why...? I agree with __________ because... I disagree with __________ because... Can you explain what you mean by...?

Lincoln Public Schools, 2012

Collaborative Conversations Take Turns As children engage in partner, small group, and whole-group discussions, encourage them to:

1 2 3

wait for a person to finish before they speak. quietly raise their hand when they want to speak. ask others to share their ideas and opinions.

Listen Carefully As children engage in partner, small-group, and whole-group discussions, encourage them to: 1 2 3 4 always look at the speaker. listen carefully to the speaker. respect the speaker by not interrupting. repeat others ideas to check understanding.

Lincoln Public Schools, 2012

Collaborative Conversational Starters Speaking Partner What I am saying is... Im wondering... This is confusing to me because... This reminds me of... I figured out... My opinion is __________ because... I believe __________ because... Listening Partner I think you are saying that... Im also wondering... I can see your confusion because... Can you tell me again in a different way to help me understand... Can you tell me more about... Can you point out text evidence that shows... Are there any other reasons... I believe __________ because...

Lincoln Public Schools 2012

Interactive Read Aloud Lesson Plan Title and Author: Standing Tall by Jamie McKenzie Focus Strategy/Standard: poetry/close reading/corroborate Objective: Student will: close read as a group a free verse poem and use the authors strong describing words to create a picture in their minds. We will also corroborate what we read in this poem with things we already know about Martin Luther King, Jr. Before Reading When you read or listen to a poem you need to use the authors words to create a picture in your mind. Sometimes poems have rhyming words and sometimes they are free verse. Poems are different from stories because they are usually shorter and focus on one image or person. As you listen to this free verse poem, think about what strong describing words the author uses to create a picture. Poem Introduction: This poem was written to honor Martin Luther King, Jr. for all of his hard work. Think Aloud: I know that the word honor means to respect or to hold someone in high regard. That makes me think that Jamie McKenzie, the author of this poem must have respected Martin Luther King, Jr. and the work that he did for equal rights. Vocabulary Development: Student Friendly Definition Contextualize the Word Active Engagement Write the word luxury on the board. Have students repeat the word after you. Student Friendly Definition In this poem the word luxury means: something that you really want but costs a lot or is hard to get. Contextualize the Work The movie star stayed in a luxury hotel. Having a fancy car is a luxury we cant afford. The luxurious pillows were very expensive. Turn and Talk: Name a luxury that you wished that you had. Purpose for Listening: Remember we are listening to let the authors strong describing words help us make a picture in our minds.

During Reading Read the first verse of the poem. Think Aloud: When I think of someone ruling their kingdoms surrounded by luxury, soft cushions and fans, I imagine a king with a long robe and big crown like the ones we might see in a fairy tale. Read the second verse of the poem. Think Aloud: After reading this section, I realize that I have to read between the lines. That means that this author is not really talking about a real king anymore. He is talking about Martin Luther King, Jr. and how when lots of people were telling him and his friends to stop what they were doing, Martin Luther King, Jr. stood, strong proud and tall. Active Engagement: Show how someone would look when they stood strong, proud and tall. Read the third verse. (The end of the line For freedom) Think Aloud: When I read spreading love until it rolled like a sea across the land, I can imagine a change in how people think about Martin Luther King, Jr. People were mean and said hateful things to him but he still tried to spread the love. Read the fourth verse. Think Aloud: When I read even in death even today stands strong stands proud stands tall And we remember, I know the author isnt really talking about Martin Luther King, Jr. still standing. I have to read between the lines and I realize he means that the things he taught us still stand strong, tall and proud. Turn and Talk: Think about the poem. What kind of pictures did you make in your mind? Ask individuals to share their ideas. Think Aloud: In this poem, the author talks about how Martin Luther King, Jr. was preaching peace, and spreading love. I want to corroborate this information with other information. Corroborate means to compare different sources to see if they are telling us the same things. In stories I have read, the authors have talked about how Martin Luther King, Jr. want to have peace and love when other people wanted to fight and talked about hate. This corroborates the information that we gotten from the poem.

After Reading End of Story Reflection/Closure List some strong words from the poem about Martin Luther King, Jr. on the board. When you have a good list, make a wordle to show what you thought were the most important words.

Interactive Read Aloud Lesson Plan Title and Author: Martins Big Words by Doreen Rappaport Focus Strategy/Standard: fantasy and realism, quotation marks, sourcing Objective: Student will: identify if the book is fantasy or realism, identify quotation marks and their purpose, and source the book

Before Reading Explain that authors sometimes use fantasy or make-believe details to make stories interesting or funny and sometimes they use realism or true events to teach us about the characters or events in the story. Being able to tell the difference between fantasy and realism will help readers better understand the stories they read. Book Introduction: This story is about the life of Martin Luther King, Jr. Think Aloud: I know that Martin Luther King, Jr. fought for civil rights for all people. In my research I have discovered that some of the civil rights in our country are freedom of speech, freedom of the press and freedom to vote. Turn and Talk: What do you think freedom of speech means?

Vocabulary Development: Student Friendly Definition Contextualize the Word Active Engagement: Write the word discover on the board.

Have students repeat the word after you.

Student Friendly Definition In the story the word discover means to find something out.

Contextualize the Work: He will discover the treasure. She will discover the pencil in the bottom of her backpack. Mom discovered the mess we left in the kitchen. Active Engagement:

How would you look if you discovered something good/bad?

During Reading Read the authors note at the front of the book. Think Aloud: The author of Martins Big Words, Doreen Rappaport, did a lot of research. She read many sermons, and speeches by Martin Luther King, Jr. A source is someone who gives us information about a subject. Do you think she is a good source? Can we trust that what she is written is true? Who do you think she wanted to read this book? Why do you think she wrote this book?

******** Continue reading the first two pages of the story and discuss the quotation marks and what they mean. The author picked Martin Luther King, Jr.s exact words out of his speeches and sermons. He said these words. That are why they are in quotation marks.

Turn and Talk: What did Martin Luther King, Jr. mean when he said, Sooner or later, all the people of the world will have to discover a way to live together?

After Reading End of Story Reflection/Closure Think Aloud As I think back on this story, I think Martin Luther King, Jr. was a courageous man that wanted everyone to be treated fairly. He worked very hard to change our country and made it a better place for everyone. I know this story is real because Martin Luther King, Jr. was a real person who did all the things in this book. Doreen Rappaport did a lot of research about Martin Luther King, Jr. to help us understand his life and all the important things he did for our country.

Whole Group Share: Provide a list on the board or on chart paper of all of Martin Luther King, Jr.s quotes from the book. Students can take turns sharing their favorite quote and explaining to the group why they like it.

Interactive Read Aloud Lesson Plan

Title and Author: The Story of Ruby Bridges by Robert Coles Focus Strategy/Standard: story structure and close reading Objective: Student will: identify the elements of a storybeginning middle and end, and apply close reading to discern the meaning of unfamiliar words and phrases and determine what the author was hoping to achieve with this story. Before Reading Point out that stories have a beginning, middle and end. The beginning sets the scene, the main event takes place in the middle and the end brings the story to a close. As you listen, think about what happens in each of these parts of the story.

Book Introduction: This story is about a little girl named Ruby Bridges who is the first African American girl to attend an all white school. This story takes place many years ago. Think Aloud: I remember when I was in kindergarten and how nervous I was on the first day of school. I cant imagine how nervous and scared Ruby must have been to be the first African American child to go to this all white school. Turn and Talk: Discuss a time when you had to do something that made you very nervous and scared. Vocabulary Development: Student Friendly Definition Contextualize the Word Active Engagement: Write the word irritable on the board. Have students repeat the word after you. Student Friendly Definition In the story the word irritable means grouchy or grumpy.

Contextualize the Work: The baby was very irritable before his nap.

The teacher was irritable when the class was too noisy. Ruby was never irritable even though she was going through a difficult time.

Active Engagement: Make a face showing how you look when you are irritable.

Purpose for Listening: Remember you are listening for what happens in the beginning middle and end of the story. Also listen closely for any words or phrases you dont understand and think about what the author wanted us to learn from this story. During Reading Read to page 8 Think Aloud: I am going to think back to the first part of this story. What are some things we learned about Ruby and her family? I feel like the author has set the scene for this story by telling us about Rubys life.

Continue Reading to the end of the regular story. Turn and Talk: In the middle of the story on page 13, the author says But everyday, Ruby went into the classroom with a big smile on her face, ready to get down to the business of learning. I am going to close read this section to determine what the author meant. I have heard the saying taking care of business and I know that means to get things done. I think that the business of learning, means that with all the distractions in Rubys life, she took school seriously and worked hard to learn. Talk to your partner. What do you think ready to get down to the business of learning means? Read the Afterword: This is the end of the story that tells us how Rubys life turned out.

After Reading End of Story Reflection/Closure Write Beginning, Middle and End on the board. Ask students to tell you something that

happened in each part of the story and write it in the appropriate column. Did the author set the scene with the beginning, tell the main events in the middle and bring the story to a close with the ending.

After Reading Continued End of Story Reflection/Closure Think Aloud: As I think back to the story, I think that Ruby must have been a very brave little girl to walk through all of those angry adults to go to school. I am very proud of her and all that she did to help change the way people treat each other. I think the author wanted us to think about how difficult this time must have been for Ruby and all African American people and how important it was for her and others to do what was right even if it was difficult.

Interactive Read Aloud Lesson Plan

Title and Author: The Picture Book of Rosa Parks by David A. Adler; Illustrated by Robert Casilla Focus Strategy/Standard: Contextualization Objective: Students will gain an understanding of the life of Rosa Parks and the role she played in the Civil Rights Movement including the Montgomery Bus Boycotts of 1955. Before Reading Framing question for this lesson: Was Rosa Parks refusal to give up her seat on the bus an important event in the Civil Rights Movement? Book Introduction: On December 1, 1955, Rosa Parks simple act of defiance against racial segregation on city buses was to sit still and not give up her seat to a white passenger. Think Aloud: I wonder how a bus boycott could help change an unjust law? Turn and Talk: How would you feel if someone told you that you had to give up your seat on a bus because of the color of your skin? Vocabulary Development: Student-Friendly Definition Contextualize the Word Active Engagement: Write the word segregation on the board.

Have students repeat the word after you.

Student Friendly Definition: In the story, the word-- segregation means to impose a separation of a race. Contextualize the Word: Rosa was supposed to leave her spot on the bus and move to the back where African Americans were supposed to ride. The buses were segregated. Active Engagement Example: Segregation was also present in schools, restaurants, movies, hotels, pools, parks and many other places when Rosa Parks was your age.

Purpose for Listening: As you listen to the story, think about how segregation affected Rosa Parks.

During Reading Read the first several pages of the book, stopping on the page with the picture of the segregated school. Think Aloud I wonder how Rosa and her classmates felt about the new brick school building for white students? ********** Continue Reading, stopping on the page with people holding umbrellas. Turn and Talk: Do you think it was easy for the African American protesters to stop riding the bus for over a year? How would the boycott affect the owners of the bus company? You may call on a pair or pairs of students to share their thinking with the whole group. *********** Finish reading the story.

After Reading End of Story Reflection/Closure Think Aloud: In thinking back through the story I can see how segregation affected Rosa Parks life. When she was arrested for not giving up her seat she became the symbol of the Montgomery Bus Boycott, an important event of the Civil Rights Movement. Whole Group Share: Why is a boycott an effective strategy of protest? Why were the citizens of Montgomery Alabama willing to support the boycott? Was Rosa Parks an everyday citizen who was wanting to transform her community?

Interactive Read Aloud Lesson Plan Title: Montgomery City Code, 1952 Focus Strategy: Close Reading Objective: Understanding city and state laws designed to separate the races that were common in the South during the Civil Rights Movement. Before Reading Framing question for this lesson: For what reason was Rosa Parks arrested on December 1, 1955? Montgomery City Code Introduction: Rosa Parks was arrested for refusing to obey a Montgomery bus driver's command to give her seat up for a white passenger as required by city code. Think Aloud: I wonder if there was a law the said Rosa Parks had to give up her seat to a white passenger? Turn and Talk: How would you feel if someone told you that you had to give up your seat on a bus because of the color of your skin? Vocabulary Development: Student-Friendly Definition Contextualize the Word Active Engagement: Write the words separation of races on the board. Have students repeat the word after you. Student Friendly Definition: In the Montgomery City Code, the word--s separation of races mean people who were of difference color could not sit by one another on a bus. Contextualize the Word: Rosa was supposed to leave her spot on the bus and move to the back where African Americans were supposed to ride. The buses were segregated.

Purpose for Listening: As you listen to the code see if you can find the section of the code that Rosa Parks broke. What other sections of the code are unfair? During Reading Read section 10 of the code.

Think Aloud: I see separation of the races was required. Why did the city code allow, "negro nurses" to sit in the "white section" of the bus? ********** Continue Reading Section 11 Turn and Talk: Do you think this is the section that Rosa Parks was arrested for? *********** Finish reading the Code. After Reading End of Story Reflection/Closure Think Aloud: I see how unjust laws that were in place in Montgomery Alabama in 1955 made it possible for a bus driver to have Rosa Parks arrested for not following his order to give up her seat to a white passenger. Whole Group Share: If city codes such as this one existed today, how would you go about changing them?

Source: Code of the City of Montgomery, Alabama. Charlottesville: Michie City Publishing Co., 1952. Alabama Department of Archives and History, Montgomery, Alabama

Interactive Read Aloud Lesson Plan Title and Author: Sit-In: How Four Friends Stood Up by Sitting Down, by Andrea Davis Pinkney; illustrated by Brian Pinkney. Focus Strategy: Close Reading Objective: Students will gain an understanding of how a sit-in is an example of a nonviolent protest. Before Reading Framing question for this lesson: What methods of protest were used in the Civil Rights Movement? Book Introduction: Read the title and the jacket-flap information from Sit-In: How Four Friends Stood Up by Sitting Down. Think Aloud: I know that Dr. Martin Luther King Jr. was a leader in the Civil Rights Movement. Turn and Talk: Was Dr. King calling for peaceful change or violent change in his role as a Civil Rights leader? Vocabulary Development: Student-friendly Definition Contextualize the Word(s) Active Engagement Write the words peaceful protest, on the board. Have students repeat the words after you. Student-friendly Definition: The word-- peaceful means not involving violence and protest means an organized public demonstration. Contextualize the Word(s): Rosa Parks was a leader in the peaceful protest of the Montgomery Bus Boycott of 1955.

Active Engagement: Think of some examples of peaceful protests that have taken place in our city. Purpose for Listening: As you listen to the story, look for an example of a peaceful protest.

During Reading Read the first two pages of the story. Think Aloud: I wonder how these four friends will be able to hold a peaceful protest at a lunch counter in the Woolworths store? ********** Continue reading through page eight. Turn and Talk : Do you think sitting at a lunch counter is an example of a peaceful protest?

********** Finish reading the story.

After Reading End of Story Reflection/Closure Think Aloud: As I think back to the story, I think the four friends were inspired to hold a peaceful protest, called a sit-in, at the lunch counter of the Woolworths store. Whole Group Share: Think back to the story we just read. How is a sit-in an example of a peaceful protest? Who do you think might have inspired the four friends to conduct the sit-in at Woolworth's store? Share Andrea and Brian Pinkneys interview about their book: http://youtu.be/kgIMTkmzBck

Interactive Read Aloud Lesson Plan Title and Author: Back of the Bus, by Aaron Reynolds, Illustrated by Floyd Cooper Focus Strategy/Standard: Contextualization/ poetry Objective: Student will gain an understanding on the effects protests had on the communities during the Civil Rights movement. Before Reading Framing question for this lesson: What was the purpose of this protest and how did this affect the lives of those involved or those of the by-standers? Book Introduction: Read the title and show the cover of Back of the Bus Think Aloud: Looking at the cover, I wonder what the title and a boy with a marble will have in common. Turn and Talk: What is a protest? What are some of the well known protests? How would the protests affect the by-standers? Vocabulary Development: Student Friendly Definition Contextualize the Word Active Engagement: This book is written more as a poem and has interesting dialect which would be used in the south during the 60s. Contextualize the Work What is going on at this time in the country in the 1950s-1960s? Where is this story taking place? During Reading Page 11/12 Why isnt the bus moving? Why are the police being called? What is wrong? Page 15/16 Why do you think the boy is so nervous?

What do you think is going on? Page 17/18 Why would Mrs. Parks eyes look fierce like a lightnin storm? Page 23/24 Why did she get arrested? What is going to happen next to Mrs. Parks? Page 25/26 Were we right? Why are mamas eyes like a lightnin storm now? What does it mean to have a strong chin? After Reading Active Engagement: Where are some other places that may have been segregated?

Think Aloud: As I think back to the story, I see a lot of places where people were not treated right or equal. Why do you think there were sit-ins? What were their purposes?

Whole Group Share: Reasons or purposes of sit-ins.

Interactive Read Aloud Lesson Plan Title and Author: Freedom on the Menu the Greensboro Sit-ins, by Carole Boston Weatherford Focus Strategy/Standard: Contextualization Objective: Student will gain an understanding on what was going on during the Civil Rights movement and sit-ins. Before Reading Framing question for this lesion: What was the purpose of sit-ins and how did this affect the lives of those involved? Book Introduction: Read the title and show the cover of Freedom on the Menu the Greensboro Sit-ins. Think Aloud: Looking at the cover, it looks like the waitress is helping a little white girl while a black girl about the same age is going to walk by. I wonder what a sit-in is and who is affected. What time is this book taking place? Turn and Talk: What do you think a sit-in might be? Who was involved in sit-ins? What was the purpose and what was the outcome of a sit-in?

Vocabulary Development: Student Friendly Definition Contextualize the Word Active Engagement: Write the word_NAACP (page 10)__, on the board. Have students repeat the word after you. Student Friendly Definition In the story the word_NAACP__ stands for National Association for the Advancement of Colored People. An organization which helped lead protests for equal rights. Contextualize the Work Page 8/9- People started to sign up for the NAACP, which would help the fight for equal rights.

During Reading Begin the Read-a-loud (turn and talk after questions) Page 1-Why do you think they arent able to sit at the lunch counter? (turn and talk) Page 4/5- Why did the man scold the Aunt? Page 6/7- When is this story taking place? Where does this family live in the U.S.? Page 10- What does the lady mean by, Times are changing. Page 12/13- What was the trouble they were causing? Were they really causing trouble? Page 14/15 Why were the police there? Page 18/19 What is the family doing? Page 20/21 Mule-Stubborn-unwilling to change their ways Why would people want to stay in jail? Why does the author decide to share that the sister gets As in school? When do you think the picketing will stop? Page 22/23 Why arent they able to go shopping at the stores? Who is the them being referred to? Page 26/27 Why was it the best banana split she ever had?

After Reading Active Engagement: Where are some other places that have been segregated?

Think Aloud: As I think back to the story, I see a lot of places where people were not treated right or equal. Why do you think there were sit-ins? What were their purposes? Whole Group Share: Reasons or purposes of sit-ins.

Interactive Read Aloud Lesson Plan Title and Author: The Tennessee Tornado Wilma Rudolph, by Jo Pitkin Focus Strategy/Standard: Contextualization Objective: Students will gain an understanding of the physical and social obstacles faced during the 1956 and 1960s Olympics by an African Americans point of view. Before Reading Framing question for this lesson: What obstacles did Wilma Rudolph encounter in her pursuit of the 1956 and 1960s Olympics? Book Introduction: Read the title and show the cover of The Tennessee Tornado: Wilma Rudolph Think Aloud: I wonder who this lady is holding the Olympic torch and how someone gets to be the person that carries the Olympic torch. Turn and Talk: What qualifications might someone need in order to participate in the lighting of the Olympic torch? Vocabulary Development: Student Friendly Definition Contextualize the Word Active Engagement: Write the word segregation, on the board. Have students repeat the word after you. Student Friendly Definition In the story the word segregation means forced separation. Contextualize the Word Page 6 During the long bus rides, Wilma learned about segregation firsthand.

Active Engagement: Where are some other places that have been segregated? Purpose for Listening: As you listen to the story, think about examples of places that segregation took place and how

segregation might have affected Wilma along her path the gold.

During Reading Read the first page. Think Aloud: What was going on in America in the 1960s? ******** Continue Reading through page 6. Turn and Talk How do you think segregation affected Wilma? You may call on a pair or pairs of students to share their thinking with the whole group. Continue Reading through page 12. Turn and Talk The last sentence states that Wilma was the first American woman to win three gold medals. What else could be said about Wilma at this time? You may call on a pair or pairs of students to share their thinking with the whole group. Continue to read through page 14. Turn and Talk What do you think people thought of Wilma meeting President John F. Kennedy? Were people upset? Finish reading the story.

After Reading End of Story Reflection/Closure Think Aloud: In thinking back through the story, I think of all the difficulties that Wilma faced in her life and pursuit of the Olympics.

Whole Group Share: Thinking back to Wilmas story what obstacles do you think she faced through out her life and how did she keep pursuing her dreams? Who do you think influenced her to keep going?

Bibliography:
Rappaport, Doreen. Martin's Big Words The Life Of Dr. Martin Luther King. Jr.. New York: Jump At The Sun Hyperion Books for Children, 2001. Reynolds, Aaron. Back of the Bus. Philomel Books. An Imprint of Penguin Group (USA) Inc. 2010 Weatherford, Carole Boston. Freedom on the Menu, The Greensboro Sit-Ins. Puffin Books. 2005 Coles, Robert. The Story of Ruby Bridges. New York: Scholastic Inc., 1995. McKenzie, Jamie. "from now on." Last modified 1982. Accessed December 1, 2012. http://fno.org/poetry/standing.html. Pinkney, Andrea. Sit-In How Four Friends Stood Up by Sitting Down. New York Boston: Little Brown and Company, 2010. Adler, David. A Picture Book of Rosa Parks. New York: Holiday House, 1993. Code of the City of Montgomery, Alabama. Charlottesville: Michie City Publishing Co., 1952. Alabama Department of Archives and History, Montgomery, Alabama