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START: READ 1 Guide for Repeated Interactive Read-Alouds
Complex Storybook Gregory, the Terrible Eater by Mitchell Sharmat
Goals for Read 1 Push In and Connect Key Events
Push-In Story Problem and Target Vocabulary
Read 1: STATE
STATE: Show cover illustration and identify title and author. The title of the book is Gregory, the Terrible Eater and the author, or
the person who wrote the story, is Mitchell Sharmat.
STATE: Purpose of Read 1.
This little goat must be Gregory. (Point to Gregory.) The title is Gregory the Terrible Eater and terrible means very bad. I don’t understand why he’s called a terrible eater because here on the cover he is thinking about healthy food like carrots, fish, juice and lettuce. Let’s read and find out why Gregory is called a terrible eater.
Read 1: TEACH
TEACH: Push-in story problem: (Page 4) Gregory’s parents think he is a terrible eater because he does not eat, or refuses to eat the
foods that the other goats eat. He wants to eat only what he likes.
TEACH: Push-in and connect key events that relate to the story problem.
Page # Events Page # Previous Event/Explanation
2 (Call attention to illustration.) I notice that Gregory’s parents are having a can, a box and some shoes for dinner. Maybe that’s what most goats eat. That could be the reason Gregory is called a terrible eater, or really bad, eater- because he refuses to eat, (or won’t eat) foods that goats eat.
This material is copyright protected by the Rollins Center for Language & Literacy at the Atlanta Speech School. Please reproduce for use with teachers, leaders, and parents. For more information, contact the Rollins Center at [email protected].
4 Push in story problem here. I am thinking that he does not like what his parents are giving him. He would prefer something else.
5 Gregory’s parents don’t understand why he won’t eat, or refuses to eat the foods they are offering him. They must be thinking, “This stuff is what all goats eat. Why won’t Gregory eat boxes, shirts and shoes? We love our little goat and want him to eat the right foods.”
6-7 I don’t think that Gregory’s parents are familiar with the variety of foods like fruit, vegetables, eggs, and fish, that he wants to eat. I’m thinking these are not the kind of foods that most goats eat. But remember, Gregory does not eat like an average, or regular goat.
8-9 Notice how Gregory is thinking about a variety of foods like carrots, fish and fruit while his parents are eating newspaper. Now I think I understand why his mom and dad think he is a terrible eater. It’s because he refuses to eat stuff that most goats eat. He would prefer fruit and vegetables.
10-11 It seems that every time his parents offer him what they are eating Gregory refuses to eat it. They must be thinking, “Our dear little boy is not eating right because he won’t eat foods that goats are supposed to eat. We just want him to eat right because we love and care for him!”
12-13 It seems like all the goats in this story eat trash or junk except Gregory. His mom, his dad and the doctor all eat trash. But Gregory is different – he does not eat like other goats.
14-15 Gregory is thinking about one of his favorite foods- bananas. I wonder if Gregory will begin to like other foods if his parents follow his doctor’s directions. Let’s see what happens.
This material is copyright protected by the Rollins Center for Language & Literacy at the Atlanta Speech School. Please reproduce for use with teachers, leaders, and parents. For more information, contact the Rollins Center at [email protected].
17 Since Gregory is trying new foods, Mother and Father Goat are giving him some of his favorite foods. Now Gregory is eating quite a variety of foods.
11 Before, Gregory refused to eat what his parents offered and leave the table. Now he is trying a variety of new things and learning to like everything.
19 Now, Gregory’s parents are worried that he is eating too much of the stuff that goats eat! They must be thinking, “We want him to eat a variety of food, but we don’t want him to get sick. We love him and want him to grow and stay healthy.”
6 Remember, before they were concerned because Gregory was not eating the foods they offered him. Now they are concerned because he eats everything!”
22-23 I don’t understand why Gregory’s parents offered him all this junk to eat. I thought they were worried and wanted him to stop eating so much. Now, he’s sick.
24 I think his mother said, “I hope so” because she wanted Gregory to learn that if he ate too much junk, he would get sick.
22 That’s why his parents brought home all that junk for him to eat, so he would learn that if he ate too much of it, he would get sick. They were just trying to help him learn.
27 Now it looks like the whole family has learned to try new foods.
4-5 At the beginning of the story, Gregory’s parents thought he was a terrible eater. Now I think they have changed their minds.
TEACH: Push-in target vocabulary using PAT. Page # Point Act Tell
1 Goat Goat- sheep like animal with horns
1 Average- He is like most of the other goats. They all like to jump and kick.
2 Terrible- very bad
2 Mother Goat, Father Goat
4 Tin can, box, piece of rug, bottle cap
4 Unhappily – frown Unhappily- sad
5 Fussy eater- picky eater. He is hard to please and will not try new foods.
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6 Fruits, vegetables, eggs, bread, butter
7 Revolting- very yucky
8 Excused- they said he could leave the table
8 Silence- they did not talk or make any noise
12 Munching- pretend to eat
15 Picky- hard to please
16 Rubbery- tough, hard to chew
17 Favorite- the food he likes the most
17 Proud- Father Goat feels good about Gregory becoming a better eater
19 Hamper
21 Supper- dinner
21 Town dump- a place where people leave trash and things they don’t need anymore
22 Tires, barber pole, violin
23 Slowly- pretend to eat slowly
25 Tossed, twisted, moaned, groaned
Target Tier 2 vocabulary related to story: Terrible- very bad Concerned- worried Variety- many different kinds Refuse- won’t do Prefer- like best; rather do
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Read 1: ASK
ASK: Remember, before we read this story, I wondered why Gregory was called a terrible eater if he ate healthy food like fruit, vegetables, and fish.
What did we find out? Why did his parents think he was a terrible eater?
Possible Answers: He liked healthy foods instead of the junk foods that the other goats ate.
He refused to eat what his parents offered him to eat.
They were concerned because he would not try new foods.
The food Gregory liked was different from what they or other goats ate.
Read 1: RESPOND RESPOND:
Restate what child said in a more complex sentence.
Use correct syntax.
Model rich vocabulary.
Build on children’s statements by adding more information.
Read 1: TIE TIE:
Summarize main idea: Parents want their kids to eat healthy because they love and care about them.
Transition to next activity and push-in how it relates to the story.
Activity ideas:
Sorting game- children sort pictures of healthy foods and junk foods
Draw a healthy meal on a white paper plate. Discuss what they drew. Why are these foods that children should eat?
In dramatic play center, pretend to be parents who are preparing healthy meals for their children
This material is copyright protected by the Rollins Center for Language & Literacy at the Atlanta Speech School. Please reproduce for use with teachers, leaders, and parents. For more information, contact the Rollins Center at [email protected].
START: READ 2 Guide for Repeated Interactive Read-Alouds
Complex Storybook Gregory, the Terrible Eater by Mitchell Sharmat
Goals for Read 1 Push In and Connect Key Events
Push-In Story Problem and Target Vocabulary
Read 2: STATE
STATE: Show cover illustration and identify title and author. The title of the book is Gregory, the Terrible Eater and the author, or
the person who wrote the story, is Mitchell Sharmat.
STATE: Story Problem.
Gregory’s parents think he is a terrible eater because he does not eat, or refuses to eat the foods that the other goats eat. He wants to eat only what he likes. STATE: Purpose of Read 2.
I wonder how Gregory feels about his parents thinking that he is a terrible eater. Let’s read and find out.
Read 2: TEACH
TEACH: Push-in characters’ thoughts and feelings (as they connect to key events) that relate to the story problem.
Page # Events Page # Characters’ Thoughts and Feelings
1 Gregory is kicking and jumping and acting like an average goat; he’s doing what most goats do
He feels happy to be acting like a goat.
4-5 Gregory is refusing to eat what his parents are offering him.
1 At the beginning of the story, Gregory was happy. He was jumping and kicking like all goats. But look at his face now. He’s probably thinking, “I’m so upset because I don’t like to eat those foods you are offering me!”
6-7 Father and Mother Goat want Gregory to eat the same foods that other goats eat.
6-7 Look at Gregory thinking about his favorite foods. He must be thinking, “I am so confused! I don’t understand why mommy and daddy won’t let me eat the foods that I like. Why do they want me to eat what they are eating?” He doesn’t understand
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that it’s because they care about him so much.
8-9 Gregory refuses to eat what his parents offer him because he would prefer to eat fruits, vegetables, and fish.
8-9 I can look at Mother and Father Goat and tell that they are not happy that Gregory wants different food. They may be confused and don’t understand why he won’t eat the foods they offer him Gregory must be thinking, “Why don’t they let me eat what I like? Why do they want me to eat yucky newspaper? I am so frustrated that I don’t get to eat what I like!
10-11 Mother and Father Goat continue to offer Gregory stuff goats eat, and Gregory continues to refuse what they offer. His parents decide to take him to the doctor.
10-11 If Gregory’s parents are taking him to the doctor they must really be concerned or worried. I can tell they really love Gregory. They just want what’s best for him.
12-13 Gregory’s doctor also eats trash. Most goats must eat trash except for Gregory.
12-13 Now I think I understand why Gregory’s parents are so concerned about him. Even though the foods Gregory prefers are healthy for people, they are not what most goats eat.
14-15 Father and Mother Goat explain their problem to the doctor.
14-15 I bet Mother and Father Goat are relieved, or glad, the doctor gave them a way to help their little boy. But Gregory looks upset. He must be thinking, “I don’t want to try new foods! I want to eat the things I like!”
16-17 Gregory is trying new foods so Mother and Father Goat are giving him some of his favorite foods, too.
16-17 Gregory must be thinking, “I feel so relieved that I can still eat what I like. Maybe trying new foods won’t be so bad.” Father Goat feels proud- he is happy that Gregory is eating a variety of foods.
19 Gregory has started to eat everything now. 19 Mother and Father Goat are concerned again. They are worried that Gregory is eating too much. They must be thinking, “Oh no! We don’t want our little goat to be sick. We care about him so we have to make sure he eats right.”
22 Mother and Father Goat bring home junk food from the town dump.
22 Maybe they are trying to teach Gregory a lesson. They must be thinking that if they let him over-eat, he will figure out that eating too much makes him feel bad. Then he will make a good choice.
23-24 Mother and Father Goat’s plan worked. Gregory got a stomach ache from eating too much junk food.
25 Gregory is remembering everything that he ate. He is probably thinking, “Why did I eat so much? I feel terrible, I feel really bad! I will never eat too much again. I am going
This material is copyright protected by the Rollins Center for Language & Literacy at the Atlanta Speech School. Please reproduce for use with teachers, leaders, and parents. For more information, contact the Rollins Center at [email protected].
to eat what my parents give me because I know they love me and want what’s best for me.”
25-26 Gregory chooses a balanced meal. Now he prefers just enough of what’s good for him. His mother prepares a variety of food that is healthy for the whole family.
26-27 I bet everyone in Gregory’s family is feeling so relieved. Gregory feels glad that he likes a variety of foods that are good for him. Mom and Dad are glad that their child is eating right so he will be healthy.
28 Gregory and his parents eat breakfast together. 4-5 Gregory and his parents must feel relieved to be eating a healthy meal together! Notice the smiles on their faces. At the beginning of the story, Gregory was sad at meal time and his parents were concerned. Now they have all learned to try new things.
TEACH: Push-in target vocabulary using PAT. Page # Point Act Tell
1 Goat Goat- sheep like animal with horns
1 Average- He is like most of the other goats. They all like to jump and kick.
2 Terrible- very bad
2 Mother Goat, Father Goat
4 Tin can, box, piece of rug, bottle cap
4 Unhappily – frown Unhappily- sad
5 Fussy eater- picky eater. He is hard to please and will not try new foods.
6 Fruits, vegetables, eggs, bread, butter
7 Revolting- very yucky
8 Excused- they said he could leave the table
8 Silence- they did not talk or make any noise
This material is copyright protected by the Rollins Center for Language & Literacy at the Atlanta Speech School. Please reproduce for use with teachers, leaders, and parents. For more information, contact the Rollins Center at [email protected].
12 Munching- pretend to eat
15 Picky- hard to please
16 Rubbery- tough, hard to chew
17 Favorite- the food he likes the most
17 Proud- Father Goat feels good about Gregory becoming a better eater
19 Hamper
21 Supper- dinner
21 Town dump- a place where people leave trash and things they don’t need anymore
22 Tires, barber pole, violin
23 Slowly- pretend to eat slowly
25 Tossed, twisted, moaned, groaned
Target Tier 2 vocabulary related to story: Terrible- very bad Concerned- worried Variety- many different kinds Refuse- won’t do Prefer- like best; rather do *Upset- sad; feel bad *Confused- when you don’t understand *Frustrated- upset because you can’t get what you want *Relieved- glad that something finally happened * Specific to Read 2
This material is copyright protected by the Rollins Center for Language & Literacy at the Atlanta Speech School. Please reproduce for use with teachers, leaders, and parents. For more information, contact the Rollins Center at [email protected].
Read 2: ASK
ASK: How did Gregory feel when his parents thought he was a terrible eater? Why?
Possible Answers: He felt upset because they wanted him to eat foods that he didn’t like.
He felt upset because he didn’t get to eat the foods he preferred or liked best.
He felt confused because he didn’t understand why his parents wouldn’t let him eat what he wanted to eat.
He felt frustrated because his parents wouldn’t serve him the foods he liked.
Read 2: RESPOND RESPOND:
Restate what child said in a more complex sentence.
Use correct syntax.
Model rich vocabulary.
Build on children’s statements by adding more information.
Read 2: TIE TIE:
Summarize main idea: Parents want their kids to eat healthy because they love and care about them.
Transition to next activity and push-in how it relates to the story. Activity ideas:
Revisit the book and call attention to how frustrated Gregory felt when he didn’t want to eat what his parents offered him. Encourage them to draw a picture that shows how they felt when they had to eat something they didn’t like.
Provide magazine pictures of a variety of healthy foods. Have children select pictures of healthy foods they enjoy and feel happy about eating.
This material is copyright protected by the Rollins Center for Language & Literacy at the Atlanta Speech School. Please reproduce for use with teachers, leaders, and parents. For more information, contact the Rollins Center at [email protected].
START: READ 3 Guide for Repeated Interactive Read-Alouds
Complex Storybook Gregory, the Terrible Eater by Mitchell Sharmat
Goals for Read 3 Pull Out and Connect Characters’ Feelings and Key Events
Pull Out Story Problem and Target Vocabulary
Read 3: STATE
STATE: Show cover illustration and have the children recall the title and author. Remember, the title of the book is Gregory, the
Terrible Eater and the author, or the person who wrote the story, is Mitchell Sharmat.
STATE: Pull-out story problem. Children state the problem.
STATE: Purpose of Read 3 Now that you know this story so well, I would like for you to help tell the story. I wonder why Gregory’s
parents wanted him to try new foods and wouldn’t let him eat whatever he wanted. Let’s read to find out.
Read 3: TEACH
TEACH: Pull-out key events and characters’ thoughts and feelings.
Page # Possible Descriptions of Events Possible Descriptions of Characters’ Thoughts and Feelings
1 Gregory is kicking and jumping and acting like an average goat; he’s doing what most goats do
He feels happy to be acting like a goat.
This material is copyright protected by the Rollins Center for Language & Literacy at the Atlanta Speech School. Please reproduce for use with teachers, leaders, and parents. For more information, contact the Rollins Center at [email protected].
4-5 Gregory is refusing to eat what his parents are offering him. He would prefer something else.
Gregory is upset because he doesn’t like to eat what his parents are offering him.
6-7 Father and Mother Goat want Gregory to eat what goats eat.
He is confused. He doesn’t understand why his mommy and daddy won’t let him eat the foods he likes. He doesn’t understand it’s because they care about him so much.
8-9 Gregory refuses to eat what his parents offer him because he would prefer to eat fruits, vegetables, and fish.
Mother and Father Goat are not happy that Gregory wants different food. They feel confused and don’t understand why he won’t eat the foods they offer him. Gregory is frustrated because he doesn’t get to eat what he likes.
10-11 Mother and Father Goat continue to offer Gregory stuff goats eat, and Gregory continues to refuse what they offer. His parents decide to take him to the doctor.
Gregory’s parents are concerned or worried. They love Gregory and want what’s best for him.
12-13 Gregory’s doctor also eats trash. Most goats must eat trash except for Gregory.
Gregory’s parents are so concerned about him because he doesn’t eat like other goats.
14-15 The doctor tells Gregory’s parents to get him to try one new food each day.
Mother and Father Goat are relieved, or glad, the doctor gave them a way to help their little boy. Gregory is upset because he wants to keep eating what he likes. He doesn’t want to try new foods.
16-17 Gregory is trying new foods so Mother and Father Goat are giving him some of his favorite foods.
Gregory feels relieved that he can still eat what he likes. He doesn’t think trying new foods is so bad. Father Goat feels proud- he is happy that Gregory is eating a variety of foods.
19 Gregory has started to eat everything now.
Mother and Father Goat are concerned again. They are worried that Gregory is eating too much. They don’t want their little boy to be sick because they care about him.
22 Mother and Father Goat bring home junk food from the town dump.
They are trying to teach Gregory a lesson. They think if they let him eat too much, he will figure out that eating too much makes him feel bad. Then he will make a good choice.
23-24 Mother and Father Goat’s plan worked. Gregory got a stomach ache from eating too much junk food.
Gregory is remembering everything that he ate. He feels terrible.
25-26 Gregory prefers just enough of what’s good for him. His mother prepares a variety of food that is healthy for the whole family.
Gregory’s family is feeling so relieved. Gregory feels glad that he likes a variety of foods that are good for him. Mom and Dad are glad that their child is eating right so he will be healthy.
This material is copyright protected by the Rollins Center for Language & Literacy at the Atlanta Speech School. Please reproduce for use with teachers, leaders, and parents. For more information, contact the Rollins Center at [email protected].
28 Gregory and his parents enjoy breakfast together. They are all smiling
Gregory and his parents feel relieved to be eating a healthy meal together.
TEACH: Pull-out target vocabulary.
Provide opportunities for children to use target vocabulary.
Read 3: ASK ASK: The final why question leads to the main idea. : Why did Gregory’s parents want him to try new foods and not let him eat whatever he wanted?
Possible Answers: They loved him and wanted to take good care of him.
Parents want their children to eat right because they want them to be healthy.
Parents are supposed to make sure their children eat the right things. If they let them just eat what they want they won’t be healthy.
Read 3: RESPOND RESPOND:
Restate what child said in a more complex sentence.
Use correct syntax.
Model rich vocabulary.
Build on child’s statements by adding more information.
Read 3: TIE TIE:
Summarize main idea: Parents want their kids to eat healthy because they love and care about them.
Transition to next activity and pull-out how it relates to the story.
