One World, One Day
Multicultural Read Aloud
"One World, One Day" by Barbara Kerley was published is 2009 by National Geographic
Procedures for implementing read aloud and vocabulary presentation
Pondering: think about (something) carefully, especially before making a decision or reaching a conclusion.
Adventure: an exciting or very unusual experience
1. Introduce the "One World, One Day" to the students. Tell them the title and have them repeat it back to me. Tell them the author of the story, have them repeat the author and then ask "What does the author do?" Author writes the story.
3. Tell students that the book shows what other kids their age do during the day.
4. Introduce vocabulary pondering and adventure. Discuss the meaning of these two words. Tell students that when they hear the word adventure, they are to mime walking to a destination using there hands by walking two fingers across an open palm. When they here pondering they are to put a hand on their face and look as if they are thinking about something.
5. Begin reading to the student. Pause at adventure and have students mime the action. Read the first 8 pages then ask the students "How do you get to school?" Bus, walk, parent drop off.
6. Continue reading until page 14. Ask students "What is your favorite activity at school?" Recess, lunch, math, reading
7. Resume reading. Stop and ask "What do you like to do after school?" Play, ride bike, read, have a snack
8. Read to the end of the book. Short pause at pondering to allow students to perform action. Ask students "Do you think the other kids around the world have a good day? Touch your belly if you think they had a good day."
1. Choosing a book for kindergartners was difficult. I wanted something that was simple and easy to read, but would connect to the students. I felt that “One World, One Day” did just that because it showed kids their age around the world going to school and their time after school.
2. A strength of the read aloud were the questions. The students were eager to answer them and made the reading much more interesting for them. They did not seem to be interested in the vocabulary actions, but rather to just listen to the story read.
3. Next time I will need to slow down. I rushed through the story due to nerves and didn’t give the students as much time to enjoy the pictures and digest the question before calling out names. My CT suggested waiting 5 seconds to give the students think time.
4. I have always believed that teaching students about different cultures is very important for I grew up in a multicultural home. I was just unsure of what would be the best way of doing this. Implementing multicultural children’s literature is a great way of showing students the different cultures that surround them.