Interactive Read Aloud Planning Template

Text: The Vegetables We Eat Author: Gail Gibbons Genre: Informational

Learning Goals: Language Arts or Content Area The students will understand that there are a variety of vegetables and that

they are classified or grouped according to the part of the plant that is eaten.

The students will understand that there are several steps in the process of growing vegetables.

Before reading:Build background knowledge: None needed Introduce story vocabulary: edible; harvesting; deliciousSet purpose: We know that there are different types of vegetables, but today we are going to read this informational book and find out how the different vegetables are grouped or classified. We are also going to learn about the process of growing vegetables. As we read, I want you to use the text I read as well as the illustrations to help you understand more about vegetables.

During reading:Teaching Points/Questions:Page #3- What part of the plant is considered to be the actual vegetable? (vegetables are the part that is grown to be eaten)Page #5- Why did the author include the different pictures on page 3? (to show that there are different ways to eat vegetables) Based on the illustrations, what are some different ways that we can eat vegetables? (cooked, in salads, raw with dip, in soup)Page #7- What do the headings above each picture on page 7 represent? (the different groups of vegetables) If they have difficulty, reread the text and have them listen for what these words might represent.Over the next few pages, the author will give us more information about these 8 groups of vegetables.Page #14 - The text refers to the “edible” part of the vegetable, the tuber, and we see potatoes as examples of tuber vegetables. What does the word edible mean in this sentence? (the part of the plant you can eat)Page #19 - For each group of vegetables we read about there was a picture in the left hand corner (go back and point out a few), why did the author include this with each group? (to give us an idea of how this type of plant grows or what it looks like planted)

After reading about and examining the pictures of how each group of vegetable grows, what can we conclude about how they are grown? Do they all grow the same way? (we can conclude that some grow under the ground and some above the ground; they grown in different ways)Page #20- What evidence from this page supports this statement: Soybeans are useful for many reasons. (they should name some of the products that are made from soybeans or soybean oil) Page #21- There are several steps in the process of planting a garden. What must be done prior to or before actually planting the seeds? (the soil must be prepared- turned over, fertilizer added to it, and smoothed out)Pages #23- On the last few pages we’ve read, the illustrations have included labels or even a caption. Why did the author include these? (to tell us what that particular picture is or to let us know the purpose of that particular tool)Based on the illustration, what are some different ways that gardens can be watered regularly? (watering can, sprinkler)Page #24- The text states that people in cities may grow vegetables in containers. Why do they use this method of planting vegetables? (they don’t have the land in the city to plant a garden; this takes up less room)Before Page #26- On the next few pages we’re going to read about how vegetables are grown on large vegetable farms. I want you to think about how this is similar to and different from growing vegetables at home.After Page #27- How is the process of growing vegetables on a large farm similar to and different from growing vegetables in a garden at home? ( similar: get soil ready, plant seeds, water plants, harvest vegetables) ( different: use large machines prepare soil and large sprinkling systems to water and machines to sometimes harvest the vegetables)Page #31- What are some options people have when purchasing vegetables from a store? (canned, frozen, fresh)Why is it important for the processing plants to place some vegetables in cans and to freeze some of the vegetables? (if they were all sold fresh, some would go bad before they are eaten- canned and frozen vegetables last longer before they are used; when they are canned and frozen, they can ship them and send them to stores near and far)

After reading:Comprehension focus: Share with your partner one new fact you learned about vegetables after listening to this text. (each student will share with partner)

Vocabulary review: _Review the 3 words mentioned earlier by having the students share a sentence with their partner using the word in the correct context-how it was used in the story.

Writing Extension: In this text we read about several different groups of vegetables. Use details and examples from the text to describe at least 2 of the groups. Follow the model below as a guide.

Sample:There are many different groups of vegetables. One group is the leaf vegetables. It is called the leaf group because we eat the leaves of these vegetables. We eat a lot of leaf vegetables, such as lettuce and spinach in salads. Others such as cabbage and Brussels sprouts are often cooked. These vegetables are mostly green. Leaf vegetables grow above the ground.

OR

Describe the steps in the process of growing vegetables. Be sure to include information about each step in the process.