This critical thinking lesson is an example of an interactive read aloud that can be modified to use with grades K-5 utilizing the Revised Bloom’s Cognitive Process Dimensions.
Interactive read alouds are an important component of a balanced literacy classroom. Research proves the value of reading aloud to students of all ages, and that students benefit from being read aloud to several times throughout a week. Thoughtful planning of an interactive read aloud is critical for its success. Teachers need to select a text that is both meaningful and engaging, and it is important to consider how the text will support literacy lesson plans, units or themes the class is working on. Thought-provoking questions are essential to every interactive read aloud. Using the Revised Bloom's Taxonomy Cognitive Dimensions is one way to ensure students will take part in a variety of discussions from understanding the plot of the story to analyzing the author's message. Using this reading strategy in the English Language Arts classroom will reap academic rewards.
Today I'm sharing my Interactive Read Aloud of White Socks Only by Evelyn Coleman. This powerful story is a great way to get students learning and talking about prejudice, bullying, and racism. This book deals with the issue of racism in a way that young children can understand because it makes the idea of judging people by the color of their skin almost as foolish as judging people by the color of their socks. Although I recommend using this Interactive Read Aloud Not during Black History Month, its message should be shared year round.
You can also watch a recorded reading of White Socks Only over on Story Online!
In segregated Mississippi, a young girl thinks she can drink from a fountain marked “Whites Only” because she is wearing white socks. What happens then changes a town . . .