Read Aloud Schedule

--Stone Fox--

Chapter 1 Skills: Orienting to the text

• Write Around Activity—tell students to think about who is in the story, where the
story takes place, and what big problem the character might face. Also think about how
the problem may get solved.
• “Turn and Talk about something you are thinking now that we have read the first
chapter”

Reread Chapter 1 Skills: Story Elements: Time, Plot, Setting

• Use clues from the author to help us figure out the setting (remember setting is both
where and when the story takes place)
• Jot your thinking and be ready to share what the text said to support your thinking

Pg. 17-37 Skills: Inferring about Characters

• Define persistence
• Partner chat: When was a time you were persistent?
• After reading: Stop and Jot – How is Little Willy showing persistence? Explain why
you think that. Share with partner
• Stop multiple places for students to collect examples
• Place on Jot Spot at end of lesson

To pg. 40 Skills: Word Solving

• What do you think the saying “When there’s a will, there’s a way” means?
• Use what you know about Little Willy to help you understand this phrase.
• Turn and talk to partner before sharing out

End of Chp. 5 Skills: Monitoring for Sense

• To make sure we are paying attention to the important details of the story, what is the
information we have learned that connects to something we already know?
• What information is brand new?
• Turn and talk to your partner, but be ready to share with the class

Pg. 47-49 Skills: Monitoring for Sense

• Stop on pg. 48, after “Fifty Dollars”. “Let’s act out this part with our partner and think
about what Little Willy will do next. One partner will be Little Willy and the other will
be Mayor Smiley. Think about what we know about each character. What
actions/dialogue would we expect? Take a moment to decide who’s doing what, then
think about what you will say/do.
 • Class discussion: Q: How is Little Willy showing persistence? Why is this an
important part of the story? Turn and Talk with reading partners first.

Pg. 49-52 Skills: Analyzing Parts of a Story

• Who do you think this person is that Little Willy just met? How might this person be
important to the story.
• Turn and talk to you partner about it, then be ready to share out.

Pg. 52-55 Skills: Monitoring for Sense & Traits

• Before starting to read: “To make sure we are following all the details of this chapter,
let’s do a quick comprehension check. Remember we will think about who is in this
part, what just happened, and does this connect to what we already know or is it brand
new.
• Stop on pg. 53 after “Arapaho”. What do you think has happened to Stone Fox and his
people? What are other groups of people who have faced similar hardships or
discriminations? How might persistence be helping Stone Fox to deal with these
hardships and discriminations?
• ASSESSMENT--After reading: Now that we have gotten to know Stone Fox a little
better, what is one word you would use to describe him? Write you thought on a sticky
note. Remember to use details from the story to support your trait.

Pg. 56-59 Character Response/Change

• Stop in pg. 59 after “Good luck, son!” What are you noticing about people’s attitudes
towards Little Willy? Why do you think people attitudes have changed? What may
have caused this?
• Turn and talk with you partner, then be ready to share with the class.

End of Chp. 7 Predicting

• ASSESSMENT--Stop on pg. 60 after “And then it happened.” Quick, stop and jot a
prediction you are having on a sticky note. Remember to include evidence from the
book that supports your prediction.
• Stop on pg. 62 after “I’m gonna beat you.” Teacher thinks aloud— “I am noticing that
this is more text evidence that Little Willy is determined and brave. As readers, we
should always notice when an author gives us evidence to support past thoughts or
makes us feel like we should change them.” Thumbs up if you agree with this new
evidence.

Chapter 8 Envisioning & Questioning the Text

• Stop on pg. 65 after “worth dying for.” Wow, that was a powerful paragraph with lots
of cues to envision. Close your eyes as I reread is and put yourself in Little Willy’s
shoes. How would you be feeling? Now open your eyes. Share with your partner what
you are thinking.
• ASSESSMENT--Stop on pg. 66 after “come to see Stone Fox.” This is interesting. Do
you think the turnout is for Stone Fox? Write what you are thinking on a sticky note
and remember to include why you think that. Then, when you are done, turn and talk to
your partner about what you think.
Chapter 9 Author’s Craft
Wow, I can’t believe Grandfather was at the window! That must have been so exciting for
Little Willy. Why do you think the author decided in this moment to show us that Grandfather
was better? Think for a moment, then let’s share out.

Chapter 10 Author’s Craft & Character Traits

• There were many characters in this story that used persistence to help them achieve
something that might not have been possible had they given up right away. Stop and
jot in your journal about two characters that used persistence and why this was
important to what happened in the story.
Other questions for consideration:
• Who do you think is the hero in the story?
• Why do you think the author chose to end the story this way (doesn’t follow norms of
how stories tend to go)
• What does Stone Fox’s actions tell us about him as a person?
• Why did the author choose Stone Fox as the title?