Édition papier : 9781554512485|
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Along with your classmates, place one of your shoes in the middle of a circle. Describe their attributes and invent sorting rules. (Hula hoops are useful for sorting.)
List the features of footwear (rubber, Velcro, heeled, etc.) that make them appropriate for different activities and seasons. What types of shoes do you wear?
Discuss the title. Why do you think the author chose the word flock? What other word could you use for a group of shoes?
Make an anchor chart of the features of postcards. Imagine that your favourite shoes went on vacation. Write yourself a postcard from them.
Sort out the activities Abby does with her sandals and those she does with her boots.
Write a short illustrated text describing the activities you do with your favourite shoes.
Brainstorm a list of shoes and other kinds of footwear. Sort them on a class anchor chart. Think of stories or films involving shoes (e.g. Cinderella, The Wizard of Oz, Puss in Boots).
Using a model from the book, write a postcard to your favourite pair of shoes.
Red Is Best, And Red Galoshes: A Story About a Rainy Day, I Like Old Clothes, Puddles
The theme of transition is cleverly portrayed in this story about a little girl’s beloved footwear. Abby loves her flip flops, which take her through all the adventures of summer. She is reluctant to let them go—even when autumn’s chill requires she wear them with socks. The language takes a magical turn when Abby’s sandals abscond for the winter: “flipped and flopped in the sky, pretty as birds, and joined another couple of pairs of sandals, all in a V.” Delicate sketch-like drawings are absolutely sweet. Dwarfed by a wide landscape of playground and neighbours’ houses, Abby shuffles home in sock feet. Her mother seems to levitate with excitement as she offers Abby a pair of new boots. A winter scene shows Abby making a snow angel, but dreaming about her sandals. Postcards show the sandals sunbathing and sitting by a beach campfire, while Abby slides and stomps through the snow. Young readers won’t be surprised when Abby begins to appreciate her warm, sturdy boots. But when spring comes, they hop a northbound train. Luckily, her sandals are on their way back: “rested and fat, grown just wide enough for Abby’s feet.”
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Learning Intention
Students will identify different kinds of footwear and relate them to the seasons when they are worn.
Links to the Program of Study - English as a Second Language – Elementary
To act on understanding
o Guided by the teacher, students explore authentic texts orally. They activate prior knowledge of the topic and focus on contextual cues, visual support and the teacher. (PFEQ p.10)
To write texts
o They use open-ended models and make personal and appropriate use of functional language, words, expressions and ideas found in available resources. (PFEQ, p. 358)
Context (Before Reading)
1. Prepare picture cards with the following vocabulary words: winter, summer, sandals, boots, running, swinging, skipping, stomping, climbing, kicking. Pre-teach the words to the students, asking them to look, listen and repeat after you. Play charades afterwards by passing out the picture cards randomly to students and having them act out the vocabulary word for the others to guess.
Procedure (During Reading)
2. Word Bingo: Prepare cards in advance using the images from the picture cards you just used in teaching. As you read the story, the students identify the vocabulary words by placing a sticker or colour in the word box, or by marking an x in it. The students call out BINGO! once all the words are read from their cards.
Integration (After Reading
3. Retelling the story: Go back to the beginning of the story and ask the students, one at a time, to retell the story in their own words.
4. Have the students identify the footwear that Abby wore in the book and ask them if they can name any other kinds of footwear in English.
5. With the help of a picture card showing the four seasons, ask the students to identify the footwear worn in each season.
Ask students who can answer to back up their answers with a reason.
6. Cycle Two students will write a short paragraph to practise the vocabulary they learned that day. Give them sentence starters.
Extensions
1. Cycle One students could fill out an exit ticket, circling their seasonal footwear. They could review their colours by completing a sentence that describes their boots and/or sandals, using words and or a colour. You could also have them pick an activity they do in a season you choose, and have them draw a picture of themselves doing it.
Links, Resources, References
o Copibec: https://www.copibec.ca/en/agreement-elementary-highschool
o The ebook is available on EPIC.
Pedagogical application created in collaboration with theCentre de services scolaire Marie-Victorin
