Multicultural Read-Aloud

with Vocabulary

Trombone Shorty (2015)

by Troy "TROMBONE SHORTY" Andrews

Illustrated by Bryan Collier

840L

Plan for 2nd Graders

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About the Book

Trombone Shorty (2015) is the true tale of Troy "Trombone Shorty" Andrews, a talented musician from the neighborhood of Treme in New Orleans, Louisianna. Andrews narrates the book emphasizing the importance of his New Orleans roots and his passion to play music. He humbly talks about his amazing encounter with Bo Diddley as a child. He also talks about how much he practiced to get that far. It is an inspirational tale about a boy who succeeded in fulfilling his dreams because he worked for it. The illustrations done by Bryan Collier are colorful and visually appealing as well. He uses his mixed medium of water color and collage images to bring modern life to the book. Collier won a Caldecott Award and a Coretta Scott King (Illustrator) Award for Trombone Shorty.
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About the Author

Troy "Trombone Shorty" Andrew's self-titled book is a peak into his childhood in New Orleans, Louisianna. His neighborhood, Treme, was a music-filled world for Troy Andrews. His grandfather and brother were both musicians that inspired Andrews' love of music. His family had some difficult times, but music was always uplifting for them. Troy and his friends created instruments out of discarded bottles until he was four years old and got his first trombone. He practiced his horn diligently, and was a source of amusement for the famous Bo Diddley at the New Orleans Jazz and Heritage Festival. Diddley heard Andrews playing in the crowd, and invited him to play onstage at age six. Right after that, he started his own band and has never quit playing. He has played with other famous musicians and music groups like Lenny Kravitz, U2, and Prince over the years. He has also released three albums with his own band, Trombone Shorty and Orleans Avenue. His love of music inspired him to start his own charitable foundation and music academy to spread his love of music and the culture of New Orleans.
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About the Illustrator

Bryan Collier is an award-winning illustrator born in Maryland. He grew up fascinated with the pictures he saw in books. As a teenager, he developed more of an interest in art and began to paint. His unique style of art incorporates watercolor and collage. He received his art degree from the Pratt Institute and worked in Harlem for several years before attempting to be a full-time illustrator. It took him seven years to get his first book published. Today, Bryan illustrates, creates his own pieces, and speaks to educators and young people about books and art.
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Multicultural Criteria Met

1. Portrays cultural accuracy and authenticity of characters.

Andrews' story introduces his neighborhood of Treme and explains how music is at the heart of it. He also explains that it is not wealthy neighborhood, but the love of music keeps it lively. The strong music tradition of New Orleans itself, especially during the famous Mardi Gras season, is mentioned as well.

2. Demonstrate unique language or style.

The book says several times, "Where Y'At?' because he explains that it serves as a a

"hello" in his community. The illustrations are also unique in the way it mixes pictures and photos together for a different look from other books.

3. Have an appealing format and be of endearing quality.

The book has won the Caldecott Award and the Coretta Scott King (Illustrator) Award

because it is so visually appealing. The story itself is, in some parts, so amazing that it

could be fiction. It is a true rags to riches story. It is Andrews himself who humbly adds the positivity and determination to his story. He tells how practice and hard work can pay off in his amazing tale.

Trombone Shorty - Where Y'At (Live)

Procedure for Implementing Vocabulary Lesson and Read-Aloud in 2nd Grade with questions

  1. Ask the class to come to their spots in the carpet area.
  2. Give the class the behavioral expectation that they will sit quietly at level 0.
  3. Begin by introducing two new words, instrument (a device used to make music) and festival (a special time or event where people come together to celebrate something; a series of performances), by writing them on the whiteboard for the kids to see.
  4. Ask the students if they have seen these words before. Then, ask them to raise their hands if they know what they mean. After stating some of their definitions, write the dictionary definitions next to the words.
  5. Tell the students that they are going to divide into groups and come up with ways to act out the definitions.
  6. Split the students into five groups according to row color and ask them to come up with an action or way of showing the class what their assigned word means in the next two minutes. Tell them this should be done in a level 1 voice.
  7. Have the groups return to the carpet and sit in their groups.
  8. Each group will take turns acting out their group's word.
  9. Review definitions on board one more time.
  10. Have students play their "instruments" back to their carpet spots and sit down.
  11. Tell them that you are going to read them the book Trombone Shorty by Troy Andrews and illustrated by Bryan Collier. (1)Ask them if they know what the connection is between the words they just learned and the book. (2)Ask them what they notice about the cover....the similarity between the title and the author's name?
  12. Tell them to look for how the illustrator, who won the two awards on the cover, uses collage and water color as you read.
  13. Ask the class to listen to the story at a level 0.
  14. Read Trombone Shorty.
  15. At page 14 stop and ask students (3)whether they have ever made their own instruments? Ask them (4)what they were and how they sounded?
  16. Continue reading the book.
  17. At the end of the story, show the students the actual photos on p.35-36. Ask them (5)what it would feel like to be so little and be pulled onto stage in front of everybody? (6)Ask them why they think Trombone Shorty was so successful?
  18. Show them the actual photo of Trombone Shorty today. Mention that the book is only a year old and talk about what he does now.
  19. Ask students what they noticed about the pictures. Flip to a few pages (9-10, 15-16, 31-32) to review pictures, then read what the illustrator says on page 37 about his artwork.
  20. Show students the clip of Trombone Shorty https://youtu.be/k9YUi3UhEPQ.
  21. Have students play their instruments as they line up.
Trombone Shorty At Age 13 2nd Line

Reflections on My Read-Aloud

I felt like the Read-Aloud was successful. I chose this book because this particular class is not very diverse ethnically or economically and they are mostly Kansas kids, so I thought they would find the culture of New Orleans, LA interesting. I also loved how the book is SO current (2015!). The students were really engaged with the vocabulary activity. They were excited to break into small groups and do something creative on their own to present to the class. The questions I asked before we read, and especially during the reading got them really involved, too. Afterwards, I told them even more about the illustrator and pointed out specific pages that demonstrated his art. They thought that was interesting. I introduced the video of Trombone Shorty playing a festival at age thirteen, and talked about the magnitude of what that meant. Then, we watched a few minutes of him actually playing at a festival when he was thirteen and they watched quietly. Some of them commented they had heard jazz music before. They really did not want to stop talking and sharing about music, the book, or their homemade instruments. I believe that reading this culturally and linguistically diverse book to my class has taught them how someone can change their life, how someone can find a job they love, how practice/hard work is essential to success, and how different areas of the US have their own traditions.


My wonderful CT wrote some really helpful detailed observation notes that we went over later in the day together. She told me that I did a great job pointing out students that were sitting as they should, so they could model that for the class. She also pointed out how I could use Total Participation Techniques (TPT) like asking a question and having students talk to elbow partners instead of asking individuals questions that leave the rest of the class out for awhile. I thought that was a great idea because it would eliminate times when some students may have trouble talking instead of listening anyway. The CT gave me a great little guide to keep and use about TPT. The CT thought I did a nice job of quickly organizing the groups during the activity, but that I should repeat the cueing to quiet down if the intended response does not totally happen the first time (they use "Flat tire" in her room), which I thought was a smart suggestion. She also pointed out that they were loud because they were engaged not because they were messing around, which was a positive thing. During the reading, she noted how well I quickly corrected behavior and moved on with one student that struggles during carpet time. Overall, it was a positive experience.

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