RDG DL Readaloudbundle

Critical Thinking Interactive Read Aloud
(Grades K–5)
Mentor Text: The Memory String by Eve Bunting
Interactive read alouds are an important component of a balanced literacy classroom.
Research proves that read alouds are an effective technique to use with students of
all ages several times a week.
Thoughtful planning of an interactive read aloud is critical for its success. Teachers
need to select a text that is meaningful, engaging, and supports lessons, 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
and Sadlier ® are registered trademarks of William H. Sadlier, Inc. Copyright © William H. Sadlier, Inc. All rights reserved. May be reproduced for education use (not commercial use).
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.
Title: The Memory String

Author: Eve Bunting
Description: Every button on Laura’s memory string represents a part of

her family’s history. The buttons most important to Laura are the ones that
belonged to her mother: a button from her mother’s prom dress, a white button
from her mother’s wedding dress, and a single small button from the nightgown
her mom was wearing on the day she died. When the string breaks, Laura’s
stepmother, Jane, tries to comfort Laura and helps her search for a missing
button. Laura realizes that a memory string is not just for remembering the past,
but it’s also for adding new memories.
www.SadlierSchool.com • Toll Free 800-221-5175

Using the Revised Bloom’s Cognitive
Process Dimensions
Bloom’s Taxonomy Page Text* Question

Remembering “This button was. . .” What is Laura doing? Why does
Whiskers have to be there?
Understanding “They sifted through. . .”. Laura is feeling conflicted inside.

Discuss.
Analyzing “Laura heard the. . .” What would result if Laura’s dad
dropped another button off his
uniform on the ground? Why does
Jane think that’s a bad idea? What
does that tell you about her?
Evaluating “As soon as. . .” Why did Jane choose to leave the
button on the porch? Do you think
that was the right decision?
Creating Begin to create a memory string or

a memory box of your own. What
buttons will you put on your string or
what things will you put in your box
and why?
*This text is a picture book, and these words

signify the start of the particular page
referenced.

(Grades K–5)
Mentor Text: Stellaluna
by Janell Cannon
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 lessons, 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.
This lesson is an example of an interactive read aloud of a picture book that can be
modified to use with grades K-5. Text-specific questions are provided to ask during
the read aloud based on the Revised Bloom’s Taxonomy Cognitive Dimensions to
promote higher levels of text discussion.
Title: Stellaluna
Author: Janell Cannon
Description: This is the heartwarming story of a fruit bat that makes a home
with a family of birds after she is separated from her mother. Kids will learn
about the different characteristics of birds and bats as they enjoy this story
about friendship, compromise, and acceptance.
Stellaluna can be enjoyed in almost any elementary classroom. Janell Cannon

has a wonderful way of teaching kids about animals without them even
realizing they are leaning. Her books often provide factual information about
the topic at the end of the book in the author’s notes to increase the readers’
understanding of the text. Stellaluna is a great text to teach students about the
strategy: activating prior knowledge.

Process Dimensions

Remembering “One night, as . . .” Why did Stellaluna fall into the forest?
Understanding “Many, many times . . .” Why didn’t Stellaluna want to eat what
Mama Bird was bringing her babies?
Why did she give in?
Applying “Stellaluna learned to . . .” What information could someone learn
about birds and bats from this page?
Analyzing “All the babies . . .” What are some themes in this book?
Evaluating “The next day . . .” Do you think the birds made the right
decision? What would you have done?
Creating What facts can you compile to show

how bats and birds are alike and how
they are different?**.
*This text is a picture book, and these words signify the start of the particular page referenced.
**Further Reading Articles: About Fruit Bats taken from: http://www.about-bats.com

(Grades K–5)
Mentor Text: Each Kindness
by Jacqueline Woodson

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 lessons, 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.
This lesson is an example of an interactive read aloud of a picture book

that can be modified to use with Grades K–5. Text-specific questions
are provided to ask during the read aloud based on the Revised
Bloom’s Taxonomy Cognitive Dimensions to promote higher
levels of text discussion.
Title: Each Kindness

Author: Jacqueline Woodson
Description: Chloe and her friends won’t play

with the new girl Maya. Eventually, Maya stops
coming to school. Chloe’s teacher then shows
the class how even a small act of kindness can
make a big difference.

Process Dimensions

Remembering “Our teacher, Ms. Albert . . .” How would you explain what is
happening?
Understanding “That afternoon, when we . . .” What can you say about Chloe?
What can you say about Maya?
Applying “I have a new name . . .” What facts would you use to show how
poorly Maya’s classmates are treating
her?
Analyzing “Then Ms. Albert let . . .” What inference can you make about
why Chloe just passed the stone?
Analyzing “But Maya’s seat remained . . .” What conclusions can you make about
why Maya left? What is the theme of
this book?
Evaluating “That afternoon, I walked . . .” What would you have done/do if you
were Chloe? What is your opinion of
Chloe?
Creating “I watched the water . . .” How would you adapt the story to
create a different outcome or would
you keep the story the same? Explain.

(Grades K–5)
Mentor Text: Officer Buckle and Gloria
by Peggy Rathmann

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 lessons, 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.
modified to use with grades Grades K–5. Text-dependent questions are provided
based on the Revised Bloom’s Taxonomy Cognitive Dimensions to promote higher
Title: Officer Buckle and Gloria

Author: Peggy Rathmann
Description: This Caldecott Medal winner is the

hilarious story of Officer Buckle and his police dog,
Gloria. Officer Buckle’s safety presentation at
Napville Elementary School is falling flat until
Gloria decides to get involved.

Process Dimensions

Remembering “Officer Buckle shared . . .” Why are the students not listening to
Officer Buckle?
Understanding “Officer Buckle grinned . . .” Why do you think there are fewer
accidents in the school now?
Applying “After every speech . . .” What are some examples from the
story that prove Gloria and Officer
Buckle make a good team?
Analyzing “Someone else from . . .” Why do you think Gloria and the
audience fell asleep?
Evaluating “The next morning . . .” Can you assess the value or

importance of teamwork?
Creating “Safety tip 101 . . .” Write your own safety rule. Explain
why it is important.

(Grades K–5)
Mentor Text: The Name Jar
by Yangsook Choi
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 lessons, 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.
This lesson is an example of an interactive read aloud of a picture book

that can be modified to use with Grades K–5. Text-specific questions
are provided to ask during the read aloud based on the Revised Bloom’s
Taxonomy Cognitive Dimensions to promote higher levels of text discussion.
Title: The Name Jar

Author: Yangsook Choi
Description: Unhei has just moved to America from Korea. She is embarrassed
to tell her new classmates her name, so she tells them she will pick a name by
the end of the week. The kids in her class try to help her out by filling a glass jar
with names. On the day she is about to reveal her name, the jar disappears, and
encouraged by her new friends, Unhei decides to keep her Korean name.

Process Dimensions

Remembering “Is that thing. . .” What is happening in the story so far?
Understanding “Unhei pictured the. . .” Why doesn’t Unhei reveal her name to
her classmates?
Applying “On the bus. . .” Turn and talk:
Do you agree with Unhei’s mother‘s
opinion that it is good to be different?
Do you want to be different from your
friends? Sometimes? All the time? Never?
Discuss.
Analyzing “The next morning. . .” What do you think about the students
collecting names in a jar for Unhei?
Evaluating “Every day, the. . .” What is your opinion? Should we get to

choose our own names?
Evaluating “Unhei wrote her. . .” What do you think about Unhei’s

decision to keep her own name? Why
do you think she decided to keep her
name?
Creating “Carefully, he pulled. . .” Joey created a stamp of his own to

show Unhei that he liked her name and
thought of her as a friend. What would
you make or do for Unhei if she were
your classmate?

(Grades K–5)
Mentor Text: Meteor!
by Patricia Polacco

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 to students, while considering how the text will support
lessons, units, or themes the class works on during the year. 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.
modified to use with grades K–5. Text-dependent questions are provided based on the
Revised Bloom’s Taxonomy Cognitive Dimensions to promote higher levels of text discussion.
Title: Meteor!
Author: Patricia Polacco
Description: This is the first book published by famous

children’s author Patricia Polacco. This is the story of an actual
meteor that landed on her grandparent’s farm and how it
impacted the town.
After having Patricia Polacco visit my school, I could not wait to

get back to the classroom to work on the books she discussed
with us. She even brought a piece of
her grandparent’s meteor for us to
touch and make a wish!

Process Dimensions

Remembering “Why, it’s a . . .” Describe what has just happened.
Understanding But most folks . . . Can you explain what is taking place
on the farm?
Applying The scientists looked . . . What do you think would result if the
scientists said it was not a meteor?
Analyzing The Union City . . . Why do you think everyone was so

excited that it was a real meteor?
Evaluating Dr. Trotter claimed . . . What is your opinion of townspeople

believing in the meteor’s powers?
Creating As folks left . . . Can you predict the outcome if all

those people had not touched the
meteor? Do you think those wonderful
things would have still happened?
* This text is a picture book, and these words signify the

start of the particular page referenced.

(Grades K–5)
Mentor Text: Freedom on the Menu:
The Greensboro Sit-Ins
by Carole Boston Weatherford
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 lessons,
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.
This lesson is an example of an interactive read aloud of a picture book that can
be modified to use with Grades K–5. Text-dependent questions are provided
based on the Revised Bloom’s Taxonomy Cognitive Dimensions to promote higher
Title: Freedom on the Menu: The Greensboro Sit-Ins

Author: Carole Boston Weatherford
Description: There were signs all throughout town telling eight-year-old

Connie where she could and could not go. But when Connie sees four young
men take a stand for equal rights at a Woolworth’s lunch counter in Greensboro,
North Carolina, she realizes that things may soon change. This event sparks a
movement throughout her town and region. And while Connie is too young
to march or give a speech, she helps her brother and sister make signs for the
cause. Changes are coming to Connie’s town, but Connie just wants to sit at the
lunch counter and eat a banana split like everyone else. Summary taken from the
back of the book.

Process Dimensions

Remembering “Everybody I knew . . .” Why did great-aunt Gertie say she
drank from the “whites only” water
fountain? Why do you think she drank
from the “whites only” fountain?
Understanding “Why’d your friends . . .” What does the newspaper headline
mean, Negro Students Stand Up By
Sitting Down?
Applying “Just then, the . . .” What examples prove that Connie’s

family is committed to help making a
change?
Analyzing “There sat the . . .” Infer why Connie said, “Looks pretty
good,” if she doesn’t even like egg
salad.
Evaluating “The next day . . .” What judgment would you make

about this text? Why do you think
the author chose to write about ‘The
Greensboro Sit-Ins’ in the form of a
picture book?
Creating “Author’s Note” What questions would you like to ask

the four college freshmen that sat-in at
the Woolworth’s counter?

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Critical Thinking Interactive Read Aloud

Title: The Memory String

Description: Every button on Laura’s memory string represents a part of

www.SadlierSchool.com • Toll Free 800-221-5175

Bloom’s Taxonomy Page Text* Question

Understanding “They sifted through. . .”. Laura is feeling conflicted inside.

Analyzing “Laura heard the. . .” What would result if Laura’s dad

Creating Begin to create a memory string or

*This text is a picture book, and these words

www.SadlierSchool.com • Toll Free 800-221-5175

Interactive read alouds are an important component of

Stellaluna can be enjoyed in almost any elementary classroom. Janell Cannon

www.SadlierSchool.com • Toll Free 800-221-5175

Bloom’s Taxonomy Page Text* Question

Creating What facts can you compile to show

www.SadlierSchool.com • Toll Free 800-221-5175

Interactive read alouds are an important component of a balanced literacy classroom.

This lesson is an example of an interactive read aloud of a picture book

Title: Each Kindness

Description: Chloe and her friends won’t play

www.SadlierSchool.com • Toll Free 800-221-5175

Bloom’s Taxonomy Page Text* Question

www.SadlierSchool.com • Toll Free 800-221-5175

Interactive read alouds are an important component of a balanced literacy classroom.

Title: Officer Buckle and Gloria

Description: This Caldecott Medal winner is the

www.SadlierSchool.com • Toll Free 800-221-5175

Bloom’s Taxonomy Page Text* Question

Evaluating “The next morning . . .” Can you assess the value or

www.SadlierSchool.com • Toll Free 800-221-5175

This lesson is an example of an interactive read aloud of a picture book

Title: The Name Jar

www.SadlierSchool.com • Toll Free 800-221-5175

Bloom’s Taxonomy Page Text* Question

Applying “On the bus. . .” Turn and talk:

Evaluating “Every day, the. . .” What is your opinion? Should we get to

Evaluating “Unhei wrote her. . .” What do you think about Unhei’s

Creating “Carefully, he pulled. . .” Joey created a stamp of his own to

www.SadlierSchool.com • Toll Free 800-221-5175

Interactive read alouds are an important component of a balanced literacy classroom.

Description: This is the first book published by famous

After having Patricia Polacco visit my school, I could not wait to

www.SadlierSchool.com • Toll Free 800-221-5175

Bloom’s Taxonomy Page Text* Question

Analyzing The Union City . . . Why do you think everyone was so

Evaluating Dr. Trotter claimed . . . What is your opinion of townspeople

Creating As folks left . . . Can you predict the outcome if all

* This text is a picture book, and these words signify the

www.SadlierSchool.com • Toll Free 800-221-5175

Title: Freedom on the Menu: The Greensboro Sit-Ins

Description: There were signs all throughout town telling eight-year-old

www.SadlierSchool.com • Toll Free 800-221-5175

Bloom’s Taxonomy Page Text* Question

Understanding “Why’d your friends . . .” What does the newspaper headline

Applying “Just then, the . . .” What examples prove that Connie’s

Evaluating “The next day . . .” What judgment would you make

Creating “Author’s Note” What questions would you like to ask

www.SadlierSchool.com • Toll Free 800-221-5175

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* This text is a picture book, and these words signify the