Read Aloud

Carly Miller

Big image

"Last Stop on Market Street"

Written by: Matt De La Pena

Pictures by: Christian Robinson

The read aloud is planned for 1st graders. "Last Stop on Market Street" is a good about a Grandmother and Grandson who ride the bus the Market Street and along the way they learn about the differences between people. These are some of the awards the book has won since it's publishing in 2015

American Booksellers Association E.B. White Read Aloud Award, 2015

Caldecott Medal, Honor Book, 2016

Charlotte Zolotow, Honor Book, 2016

Newbery Medal, 2016

Picture Book Evaluation

One criteria that this book covers is that it honors and celebrates diversity. No two characters in the book are the same. There are people of all ethnicities (white, African American, Asian, Hispanic, and everything in between). There are also people with different physical abilities (an elderly woman with a cane, a deaf man, and a student in a wheelchair).

Another thing this book does is include two or more (in this case, very many) cultural groups that interact substantively and authentically throughout the story. The Grandmother and Grandson on the bus interact with nearly everyone they come into contact with and in the end of the book they show all different kinds of people eating together and serving one another.

The final thing that this book does is includes members of different minority groups for a purpose other than to fulfill a quota. The point of the book was definitely to include people of nearly every different minority so although there are people that are all different represented in this book, it does not feel as though it is for the purpose of fulfilling a quota.

Research Narrative

I watched the following two videos about the author and illustrator of the book.

The first video features the author, Matt de la Pena, as he describes some of the thoughts he had during the writing of the book and how he managed to pack in lessons into such a short picture book.

The second video features both Matt de la Pena and the illustrator, Christian Robinson, as they promote the book. I chose to include this video in my research element because Robinson describes how he created the illustrations, he used a technique called collage which is when you use glue and little pieces of paper, tissue, or fabrics to create pictures.

2015 Newbery Medal Winner Matt de la Pena on LAST STOP ON MARKET STREET
Last Stop on Market Street by Matt de la Peña, illustrated by Christian Robinson

Procedures for Implementing the Read Aloud and Vocabulary Presentation

Have students sit on the carpet and give the students CHAMPS expectations. Present the book to the students by reading them the title, author, and illustrator.

Ask the students the question, "What can you tell me about this story just by the front cover and the name of the book? What is your evidence?"

Begin reading the story to the students. Stop on page two of the text when you get to the word freedom. Show the students the poster of the word freedom and ask them to repeat the work to you. Share with the students the meaning of the word freedom: the power to act or think or speak without externally imposed restraints (punishment). Ask the students to "show me" freedom using gestures or actions as they sit on the carpet.

When you get to page 10 stop after reading the entire page and ask students, "Why do you think Nana wanted CJ to smile and greet everyone?". Wait for students to discuss with you for a few minutes.

After reading page 12 ask students, "Why do you think CJ is upset? What might he be missing while he is with his Nana?" Allow students to answer the question.

On page 13 ask the students, "What does it mean when someone can't see?" The kids will probably know that the word is blind and if they don't, tell them what the word is and have them repeat it. Show the students the poster with the word blind on it and have them say it after you. Tell the students the definition of the word blind: unable to see. Ask the students to "show me" blind by using gestures or acting out the word.

On page 16 when you get to the word blind remind the students of its definition.

When you get to page 23 ask the students, "Why do you think CJ didn't see the rainbow first like Nana did?" Let the students answer. If they don't know then mention that he was only seeing the dirty city streets instead.

After reading the last page of the book ask the students, "Did you know that Nana and CJ were going to serve at a soup kitchen? Where did you think they were going before you knew that?" The students may say that they knew it all along, but try to find out what they thought before they knew it for sure.

After asking the students the final question, ask them to act out the words freedom and blind again to ensure they know the meaning of the words.


Why was this particular book selected? How did it "match" the funds of knowledge of this particular class/group of students? I selected this book because it focused on differences between people's hobbies and abilities as opposed to their ethnicity (although a wide variety of ethnicities was depicted). This particular class is not very diverse, mostly white students, so I didn't want to choose a book that focused super heavily on one ethnicity or another. My CT actually recommended I use this book before I even knew it was an option because she knows that there are many parents of students that are covered in tattoos and that have physical disabilities. There are also many students in the classroom with disabilities so this book really catered more to that part of the classroom as opposed to ethnic diversity.

What were the strengths of the read aloud/the picture book/vocabulary teaching presentation? One of the strengths of the read aloud was the interest that the students had in the book. They love being read to and were very excited to have the book read to them. Another strength of the read aloud was the vocabulary words. The words were slightly harder for the students to understand than I would have thought but they did a good job at using gestures to describe the words to me.

What would I need to do differently next time? I think next time I will need to think of questions that are a little easier. The students were kind of quiet when I asked them the questions and didn't quite know what to say. I also could have used some sort of method for getting the students that were quiet to talk more, like popsicle sticks or something similar.

Respond to the following open-ended statement: Implementing multicultural children's literature that is culturally and linguistically diverse relative to my elementary students has great importance because it makes the students feel like they are not the only ones who have certain physical, emotional, familial, or mental differences.