The focus of this reading is the text.There will be opportunities in this reading to connect the information in the illustrations to the information in the text. Building these connections will add deeper meaning to the text.
The Reading Comprehension Best Practice highlighted for this story is Activating Prior Knowledge/Making Connections. Make connections as often as possible between the behavior of the characters and the experiences of your child and you.
*Read the pages before you ask the questions.
Pages 1 – 4:
*As you read the pages, point out that in this book, the words spoken by the characters are in italics.
~By using words, such as we, our, us, and I, the author wants it to seem that one of the characters is telling the story. Who do you think might be telling the story? (one of the students)
~On page 4, principal: the head of the school
~On page 4, ragged: torn or worn thin, like rags. Why might Maya’s clothes be old and her shoes not meant for snow?
Pages 5 – 6:
~Why might most of the kids have been silent when Ms. Albert asked them to say good morning to the new student?
~Is the story teller excited to have Maya sit next to her? How do you know?
~Can you find any evidence to tell who is telling the story?
Pages 7 – 8:
~Are the storyteller and her friends showing any kindness to Maya? Give evidence to support your answer.
~Find Maya in the school yard.
~Find the storyteller.
Pages 9 – 10:
~Are the girls treating Maya with kindness yet? Give evidence.
~Why might the girls not want to play with Maya?
~Maya says, “It’s a high bouncer.” What does she mean?
Pages 11 – 12:
~Identify Chloe in the illustration.
~Who do you think “the new Jacks Champion of the World” is?
~Why do you think Chloe doesn’t want Maya as a friend? Has there ever been anyone that you didn’t want as a friend, or that didn’t want you as a friend? Compare your experience and feelings to the situation between Chloe and Maya.
Pages 13 – 14:
~When Chloe says that “we whispered about Maya” who might we be?
~Why might Maya keep showing her toys to Chloe and the other girls?
~Why do you think Chloe and her friends keep saying “no” to Maya?
~tattered: torn and ragged, usually referring to clothing. What word that we’ve already discussed means the same as tattered? (ragged) Why might the doll be tattered?
Pages 15 – 18:
Read all of the pages.
~Looking at the illustration on page 16, how do you think Maya looks in her “pretty dress and fancy shoes”?
~Have you ever worn clothes that were “secondhand” clothes (belonging to someone else before you)? Do you think that “secondhand” clothes are a good thing or a bad thing?
Pages 19 – 22:
Read the pages before you begin the discussion.
~ On page 19, ripple: small waves on the surface of water. Identify the ripples in the illustration on page 20. Talk about how ripples spread on the surface of the water moving away from the rock. (The comparison of an act of kindness to ripples on the surface of water might be difficult for your child to understand.)
~How does Chloe feel when the stone is passed to her?
~If Chloe passed the stone to you, what kindness that you’ve done would you share?
Pages 23 – 24:
~Why do you think Maya isn’t coming to school?
~Ms. Albert says, “Each kindness makes the whole world a little bit better.” Do you agree with this statement? Discuss.
Pages 25 – 26:
~Whose desk do you think is in the illustration?
~Why might Maya’s family have moved?
~What thoughts might Chloe be thinking when she hears that Maya’s family has moved?
Page 27 – 30:
Chloe shares many of her thoughts and feelings on these pages.
~What do you think Chloe would do or say if she had a chance to see Maya again?
~How do you think that Chloe will behave the next time a new student comes to her class?