Alisse Auchenbach

Kutztown University
EDU 504
Sample Introduction
All About Snakes - Leveled Book J- Grade 1 per F&P Text Level Gradient
Teacher, Jimmy, Johnny, Susie, Kim, and Jane

Speaker Teacher/Student Interaction Analysis of Interactions

Teacher Today you are doing to read
All About Snakes by Ned
Johnson. This is a nonfiction
book, which means the
information in the book is
true, and really happened.
Look at the cover and you’ll
see a picture of something.
What do you think it is?
Introduces title, author, and
genre
Draws attention to photos and
examples of information
related to the text
Asks for predictions

Johnny That’s a Red Superman Makes predictions

Snake!
Jimmy
Ewww! I hate snakes! They
can hurt you!

Teacher That is true, some snakes Probes background

can hurt you. But not all of knowledge
them! What else do you
know about snakes?

Susie I know the snakes are like Shares background

vampires! I will NEVER get knowledge
close to a snake!

There was a snake near my

Kim house one time....and it left its
skin on the sidewalk! It’s so
cool! I wish I could do that!

I think snakes like to live on

Jane sidewalks...usually they live
where it is warm.

Teacher Wow! You know a lot about Recognized students’

snakes, but you are going to background knowledge and
learn more in this book. The provides more
 writer is telling us some
important facts about snakes.
Sometimes, it helps us to
know the information that is
especially important for us to
remember.

Teacher Look at page 3. Look at the Invitation to notice bold

words under the picture. print/introduction to text
What do you notice about the features
letters of these words (points
to “Table of Contents”)?

Susie There are a lot of words Shares information

there!

Jimmy I see the word snake on that

page! Disgusting!

Teacher That’s right, Jimmy, the word Invitation to notice bold

“snake” is on the page, and print/introduction of text/text
we want to find out the features
important facts about snakes.
Look at the letters in the word
“Table of Contents” (teacher
points at Table of Contents).
What do you notice about
them?

Kim They are fat! Describes bold text as

introduction to text/text
Jane They are dark! features

Teacher You’re right! When we see the Introduces bold print/text

fat, dark letters, this is called features
bold text. This type of text
can give us a clue to when
important facts about
something are being told. As
we read, pay attention to the
bold print as a clue to help
remember important ideas.

Johnny Oooh! I see some dark print Shares information

on page 4! It is right under the
picture of the anaconda...

Teacher You found an example of bold Affirms student knowledge,

 text, Johnny. Let’s turn to introduces text features, uses
page 5. Looks like there is high frequency word,
some information about demonstrates word-solving
where we can find certain strategies
snakes. The bold print in this
section says, “Where do
snakes live?” Can you say
that? Say, “live”. Notice that in
this word, the we use the
short vowel sound for i.

Students Live Shares information, identifies

word
Snakes will make sure you
Susie can’t live! They are the worst!

Teacher Depending on where snakes Draws attention to

live, they may behave in
different ways. Turn to page
7. When snakes live in cold
weather, one thing they do is
hibernate.
challenging vocabulary word
and its meaning and visual
features

Johnny Hibernate! That means to Shares definition

sleep for a long time when it’s
cold!

Teacher You are on the right track, Draws attention to

Johnny! You see this word challenging vocabulary word
when animals go and its meaning and visual
underground of beneath features
things for a long period to
stay warm when the weather
gets cold. Say the word
hibernate slowly (Teacher
demonstrates and students
locate hibernate and say it).

Students hibernate Identify and pronounce

vocabulary word

Teacher This word uses the long Demonstrates word-solving

vowel sound; the i in this strategies
word says its own name. It is
different than the i in the word
live.

Teacher Take a look at page 8. Look Demonstrates word-solving

 at the word in bold print. This strategies
word is scales. This word
also has a long vowel sound.
The e at the end of the word
helps us know that vowel “a”
will say its name. Say the
word scales slowly (Teacher
demonstrates and students
locate scales and say it)

Students scales Identify and pronounce

vocabulary word

Teacher Let’s turn to page 12. Susie Prompts to search for

told us earlier that some information
snakes act like vampires!
What she may be thinking of
is the teeth that some snakes
have. Using the bold print on
this page, what do you think
we call the snakes’ sharp
teeth?

Jimmy Fangs! Shares information

Susie Hey, that’s what vampires Contribute to each others’

call their teeth, too! I knew it! thinking

Teacher Now go back to page 3 and Prompts for thinking while

read the whole book. Be reading and tells students
thinking about the bold words what they will be expected to
that can help you remember discuss after reading
important ideas about
snakes. After reading, we’ll
talk about the important ideas
we found!