‭Emily Lembeck Early Learning Center‬

‭377 Henry Drive, Marietta, Georgia 30064‬

‭Phone: 770-919-4590‬

‭START Read‬

‭Story Title: Maybe Something Beautiful Author: F. Isabel Campoy and Thersa Howell‬

‭State: 1‬‭st‬ ‭Events‬ ‭State: 2‬‭nd‬‭: Thoughts and Feelings‬ ‭State: 3‬‭rd‬‭: Children Retell Story‬

‭Purpose of Read:‬ ‭Purpose of Read:‬ ‭Purpose of Read:‬‭Now that you‬

‭Look at the beautiful picture on‬ ‭ emember, Mira always was‬
R ‭know the story so well, I would‬
‭the cover of this book. I see a‬ ‭giving pictures to people in her‬ ‭like you to help me tell it. We‬
‭little girl is holding a‬ ‭community. In many of the‬ ‭know Mira was able to help‬
‭paintbrush. I wonder if she‬ ‭pictures (thumb through book),‬ ‭transform‬‭her city with paint. I‬
‭painted this picture? Let’s read‬
‭Mira looks happy. I wonder what‬ ‭wonder if you could tell me the‬
‭to find out.‬ ‭made her so happy in the book?‬ ‭story this time?‬
‭Let’s read to find out.‬
‭ ain Idea: No matter how small you are, you can follow your dreams and make a difference in your‬
M
‭community.‬

‭P.A.T. the Vocabulary (point to pictures, act out words, and/or give child friendly definitions of tier two‬
‭words)‬
‭Pg: #‬ ‭Point‬ ‭Act‬ ‭Tell‬

‭Title‬ t‭ ransformed- to change something‬

‭neighborhood- where you live‬
‭4‬ ‭Mr. Henry‬ ‭owner- someone who has something that‬
‭belongs to them‬
‭5‬ ‭peered through‬ ‭thoughtfully- thinking about it‬
‭them‬
‭10‬ ‭scurried- to move quickly‬

‭11‬ ‭muralist- someone who paints art on walls‬

‭14‬ ‭lit up like sunshine- to be very bright‬

‭16‬ ‭color, punch, and‬ ‭salsa, merengue, bebop- dances‬

‭pizzazz‬
‭20‬ ‭cleared his throat‬

‭22‬ ‭decorated- paint or make something pretty‬

‭created- to make‬
‭24‬ ‭imagine- dream of, think about‬

‭25‬ ‭sweeping motions‬ ‭canvas- something you paint on‬

F‭ ocus Tier 2 Vocabulary:‬

‭1. encourage-‬‭to give support or advice‬
 ‭Emily Lembeck Early Learning Center‬
‭377 Henry Drive, Marietta, Georgia 30064‬
‭Phone: 770-919-4590‬

‭ . delightful-‬‭like something a lot‬

2
‭3. gracious-‬‭kind or friendly‬
‭4. grateful-‬‭showing thanks‬

‭Pg.‬ ‭ ‭s‬t‬ ‭Read Think Alouds‬

1 ‭Pg.‬
‭4‬ ‭Oh man! This city really is‬ ‭4‬
‭gray. Look at these‬
‭pictures. (page 2-4)‬
‭6‬ ‭Mira is very‬‭gracious,‬
‭gives a lot of pictures out‬
‭to people in her‬
‭neighborhood just to‬
‭encourage‬‭them. It does‬
‭look like it makes the‬
‭neighborhood prettier to‬
‭live in.‬
‭10‬ ‭Wow! Look how nice the‬ ‭11‬
‭colors are. I bet this will‬
‭make the neighborhood‬
‭look so much better and‬
‭feel better too.‬
‭16‬
‭22‬ ‭Now the entire‬ ‭24‬
c‭ ommunity was out‬
‭painting and helping‬
‭Mira. She really made‬
‭something amazing‬
‭happen!‬
‭27‬ ‭The artists did such a‬ ‭27‬
‭great job painting the‬
‭whole community. Mira‬
‭really made her‬
‭neighborhood a much‬
‭better place‬
‭ ‬‭nd‬ ‭Read Think Alouds‬
2 ‭ ‭r‬d‬ ‭Read Think Alouds‬
3
I‭ wonder how the people‬ ‭ hoose a few pages of‬
C
‭feel that have to live in a‬ ‭the book that include‬
‭gray city. I bet they feel‬ ‭significant events.‬
‭sad and gloomy.‬ ‭Suggested pages:‬
‭4, 6, 10, 22, 24, 27‬
‭ se the following‬
U
‭scaffolds to elicit‬
‭responses from the‬
‭children in your class:‬
‭What is happening here?‬
‭Mira must have felt‬
‭ elighted‬‭that she was‬
d ‭How does Mira and the‬
‭invited to paint with a‬ ‭community feel about‬
‭muralist.‬ ‭that?‬
‭Everyone looks‬‭delighted‬ ‭Support the children in‬
‭to be panting to the‬ ‭your class and‬‭verbally‬
‭sound of music.‬ ‭prompt‬‭them to use‬
‭Mira made her entire‬ v
‭ ocabulary previously‬
‭community so beautiful‬ m ‭ odeled in Read 1 and 2.‬
‭with painting. This must‬
‭have made her feel so‬
‭good inside!‬
T‭ he city does not look‬
‭gray anymore. It looks‬
‭bright and colorful!‬
‭Everyone must feel‬
‭grateful‬‭to Mira and the‬
‭artist when they go‬
‭outside.‬
 ‭Emily Lembeck Early Learning Center‬
‭377 Henry Drive, Marietta, Georgia 30064‬
‭Phone: 770-919-4590‬

‭Ask‬ ‭Ask a question at the end of the story that is related to the purpose for the‬
‭read that you stated before reading.‬
‭st‬
‭Ask 1‬ ‭Read:‬ ‭Ask 2‬‭nd‬ ‭Read:‬ ‭Ask 3‬‭rd‬ ‭Read:‬
‭What did Mira like to‬ ‭How did Mira and all‬ ‭What did Mira do to‬
‭give to people in the‬ ‭the people feel once‬ ‭make the community a‬
‭story?‬ ‭their community was‬ ‭better place?‬
‭painted?‬
‭Response‬ ‭Scaffold children’s responses by:‬
‭●‬ ‭Restating their responses in a more complex sentence‬
‭●‬ ‭Using proper grammar and syntax‬
‭●‬ ‭Modeling rich vocabulary‬
‭●‬ ‭Add more detail (tier 2 words from the story reads)‬

‭Main Idea‬ ‭No matter how small you are, you can follow your dreams and make a‬
‭difference in your community.‬
‭Tie‬ ‭Create connections to the story throughout day/week:‬
‭-‬ ‭Art: Put up butcher paper and have students create a mural‬
‭-‬ ‭SEL/Writing: Encourage students to think of ways they can make‬
‭their neighborhood happier (their home, school, street)? Make a‬
‭class list of ideas‬
‭-‬ ‭Centers: Have dramatic play set up to make their classroom prettier‬
‭with art supplies‬
‭-‬ ‭Teach what communities are and where our community is‬