![]() Ĭreate a chair story - use a coloring page to have students create their own stories and design a special chair.Īnswer a reflective question, such as, “What would you have done when…?”.įind a connection with the story or characters and write about it- Ask, “How do you think _ felt when _?” Or, “I felt _ when you read _.” Older students would write, “I felt _ when I read _.”.Retell - in a whole group activity, retell the story as an interactive writing piece with younger students. Write an extension to the story - students describe what the family will do next. Provide time for reflective responses or comprehension activities after reading the story, such as: Older students, should find the supporting details without any guidance. Sometimes she’s so tired she falls asleep….” “Sometimes my mama is laughing when she comes home from work. Or, if teaching about jobs and hard work use this text (there are several places to teach about work throughout the story): Also, encourage the students to use the illustrations to support their thoughts. “We were walking to our house from the bus.”Īsk the students for a few details about the setting from this page. This is by way of turn-and-talks for the younger group of students or discussion groups for older students.įor example, if teaching about the setting, stop at the page which reads: Engaging the Studentsĭuring the read-aloud, allow time for discussion on the pages tagged with Post-it notes. Emotions- fear, sorrow, excitement, empathy and dreams deferred.Jobs- a waitress job what are tips responsibility at work.Fire- teaching how a fire can affect a person’s life loss introduce the story during National Fire Prevention Month (October).Working Class- those who work and have to save for needs.Community- being neighborly helping others sharing burdens.Family- working together as a team sharing burdens importance of home. ![]() Perseverance- persevering through tough times waiting for something you really want or need.Economics- counting, banking, saving, purchasing choices, and wants and needs. ![]() It is possible to teach this story on so many levels, providing the opportunity for repetitive readings with emergent readers or ESL readers (which students will surely love!): Next, define the purpose of engaging your students with A Chair for My Mother. It is also useful to write a small note-to-self on the Post-it to jog your memory if need be. Prior to beginning the read-aloud, use small Post-it notes on the pages you wish to discuss with the students. Have 4 ot 5 copies of the book on hand for small group instruction and/or a book talk or literature circle. The book is useful to read beyond the age of nine as it is also introduces students to jobs, responsibility, community and even the working class. If reading it to a younger group of students, it is best to inform them about the content of the book before reading it. However, I have found in my teachingĮxperience, some younger students found the book to be frightening when the family comes home to find their house on fire. ![]() Teaching Uses and TipsĪccording to the ratings, A Chair for My Mother is appropriate for ages 4-9 years old_._ An appealing book to a young audience, it is written in a personal narrative by a young girl, a character they can identify with. Williams also won a Caldecott Honor for the book in 1983. Written in 1982, this children’s book is still very much a relevant read-aloud in the classroom over thirty years later. Williams, is a story about a family collectively saving money for a new chair after aĭevastating fire destroys their apartment and belongings. In brief, the book A Chair for My Mother, by Vera B. ![]()
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