During preselected points during the reading, you may wish to stop and use think-aloud questions. Read aloud the book A Bad Case of Stripes. If you haven't tried them, would you like to?.Have you ever tried lima beans? Did you like them?.Record their ideas on chart paper.Įxplain that in the story you are about to read, the main character's favorite food is lima beans. Groups should be heterogeneous and contain no more than five to six students each.Īsk students to orally brainstorm some of their favorite foods.
#A bad case of stripes book how to
Visit Teaching Resources from Laura Candler (link for Strategies) to learn more about literature response groups and how to most effectively implement this instructional approach in your classroom.īefore beginning the lesson, use index cards to designate a list of students in each literature response group. Purchase lima beans at a local grocery or produce store to use when introducing the book A Bad Case of Stripes in Session 1. Chrysanthemum by Kevin Henkes (HarperTrophy, 1996)Ĭheck that each student has a response journal or learning log.Oliver Button is a Sissy by Tomie dePaola (Harvest Books, 1979).Williams and Lena Shiffman (Clarion Books, 1992) Ira Sleeps Over by Bernard Waber (Houghton Mifflin, 2000).If you can't find a copy of A Bad Case of Stripes, try one of these alternative books with similar themes: She is so worried, in fact, that she stops eating her favorite food, lima beans, because none of the other kids at school like them. Obtain a copy of the book A Bad Case of Stripes by David Shannon, which tells the story of Camilla Cream, a little girl who is very worried about what other people think of her. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.ġ1. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).ĥ. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. Among these texts are fiction and nonfiction, classic and contemporary works.ģ. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world to acquire new information to respond to the needs and demands of society and the workplace and for personal fulfillment.
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