Audience: PrimaryGenre: ComedyThe pre-reading strategy I would use with this book is List-Group-Label. This has the teacher select a main concept, then have the students brainstorm words related to that topic. Then, in small groups, students cluster words from the list into subcategories. Each group should be able to explain why a word fits or doesn't fit in a particular group. Lastly, the students suggest a label for each subcategory. First I would get the students to brainstorm about cars. Hopefully some of the words would be about the parts of a car, or I might suggest that they include that. Then, in smaller groups, I would have them cluster the words into subcategories, with an explanation for each subcategory. They would label their subcategories based on their explanations. As a large group we would compare the subcategories, then read the book, noting as we go along, which terms or categories that they suggested applied to this book. Some of the car terms I noticed were: license, tires, engine, driver's seat, windshield, automatic, drive, and reverse, among others. AUDIENCE: PrimaryGENRE: Realistic FictionPRE-READING STRATEGY: First Lines* To use the First Lines strategy read only the first few lines of a text and then ask students to make predictions about what they think the text might be about based on those first lines. * The first lines of Mitchell's License lend themselves to this strategy very well! It sparks students thinking about what Mitchell's license might be for and what exactly he will be driving. * I would begin by reading the first lines of this book, "Mitchell never ever EVER wanted to go to bed. Until his dad finally said he could drive there. Mitchell was three years, nine months, and five days old when he got his first license." After reading the first few lines of this book, I would ask that students make predictions about what the book might be about. I will also ask what they think his license might be for, how they predict he will use it, and also what their text evidence to support their prediction is. I will show students the illustrations from the first page that accompany the first lines and keep track of student predictions by writing them on chart paper. I will use this technique to help focus their attention on the first few lines and as the story progresses we will come back and revisit and revise our original predictions.
What do You think about Mitchell Goes Driving (2013)?
Nathan loved this book and said he loves to drive his daddy car too. His daddy car goes fast too.
—Brandy
