3 TEACHER GUIDE 3

Read-Aloud Menu
 GEM Guide 3 | Introduction

What is the Read-Aloud Menu?

The Read-Aloud Menu is a collection of popular children’s literature and related Read-Aloud
mini-lessons that support each Growing Early Mindsets™ (GEM™) Learning Lab. The Read-Aloud
mini-lessons and reading extensions (additional children’s literature) are organized by key growth
mindset, social and emotional learning (SEL), and mindfulness principles and practices.

Goal

The goal is to promote, teach, and foster a growth mindset, SEL competencies, and mindfulness
by embedding each Lab’s key principles and practices across multiple content areas. For example,
teachers will develop their ability to use literacy practices and children’s literature to promote,
teach, and foster a growth mindset, SEL competencies, and mindfulness.

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Lab 1

Lab 1
Learning About
Our Brain
 GEM Guide 3 | Lab 1

Lab 1: Learning About Our Brain

Key Principle and Practice: Brain
Learning Goal: Learners will identify functions of the brain.

Book Title Prompts Learning Extension

Act to Learn
Why was the little boy worried? 1. Give a series of examples of what
When do you feel like the little each body part does and invite
boy? learners to act them out (e.g.,
What does the little boy learn jump, think, listen, blink, smell,
Parts talk, write).
about his body (brain, nose, eyes,
by Tedd Arnold 2. Make connections to how our
ear, skin)?
How does learning about the dif- brain controls what each body
ferent parts of his body help him part does.
feel better? 3. Invite learners to draw a picture
of themselves in their journals
and label where their brain is.

Explore to Learn
Materials: copies of My Brain graphic
organizer
What are the names of some of
Your Fantastic 1. Invite learners to label parts
the parts of the brain?
Elastic Brain of the brain (e.g., cerebellum,
What do different parts of the
by JoAnn Deak hippocampus, amygdala,
brain do?
prefrontal cortex) and draw a
picture of an example of what
that part is responsible for.

Explore to Learn
Materials: copies of My Brain graphic
What does the book say our brain organizer
Think, Think, Think: is like? 1. As a whole class, explore the
Learning About What does our brain help us do? following website for more
Your Brain How can we take care of our information on the brain: http://
by Pamela Hill brain? kidshealth.org/kid/htbw/brain.
Nettleton Why do we need to understand html.
how our brain works? 2. Using the My Brain graphic
organizer, invite learners to draw
what their brain is thinking.

Explore to Learn
1. Invite learners to explore the
classroom and choose an object
Young Genius: What can our brain do? that representes something their
Brains Do all animals have brains, too? brain “likes to do” (e.g., read
by Kate Lennard What can a dolphin do? books, color/paint, build with
blocks/Legos).
2. Invite learners to share what they
chose and why.

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GEM Guide 3 | Lab 1

Lab 1: Learning About Our Brain (continued)

Key Principle and Practice: Thinking/Metacognition
Learning Goal: Learners will identify their thoughts and make connections to how
thinking and metacognition is a main function of our brain.

*Note: A variety of children’s literature can be used to teach and reinforce the concept of thinking
and metacognition by prompting: What is _____________ (character’s name/identity) thinking?
What are you thinking about after reading/listening to this book?

Book Title Prompts Learning Extension

Write and Draw to Learn

1. Engage learners in a shared,
interactive, or independent
writing opportunity and write an
acrostic poem for “think.”
What are you thinking about right 2. Create additional poems for
Oh, the Thinks
now? “brain” and “learn.”
You Can Think!
What do you want to think about? 3. Invite learners to illustrate.
by Dr. Seuss
Can you change your thinking? *An online interactive tool for
writing acrostic poems is available
on IRA’s ReadWriteThink website:
http://www.readwritethink.org/
files/resources/interactives/
acrostic/

Draw to Learn
Materials: various colors of chalk,
journals, or My Brain graphic organizer
1. Share with learners a variety of
colors of chalk.
2. Invite them to share what each
What is she thinking? color makes them think about:
Chalk
What is he thinking? red = strawberry, apple, etc.
by Bill Thomson
What are they thinking? 3. Invite them to choose a color
(wordless book)
What would you be thinking? of chalk and draw the pictures
they “see in their brain” in their
journals or on the My Brain
graphic organizer. If appropriate,
invite learners outside to draw
their pictures on the sidewalk/
pavement.

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 GEM Guide 3 | Lab 1

Lab 1: Learning About Our Brain (continued)

Key Principle and Practice: Thinking/Metacognition
Learning Goal: Learners will identify their thoughts and make connections to how
thinking and metacognition is a main function of our brain.

Book Title Prompts Learning Extension

Draw to Learn
Materials: copies of My Brain graphic
What are you thinking about right organizer
now? Are they happy thoughts? 1. In pairs invite learners to draw a
What Are You
How can you change your picture of what they think their
Thinking?
thinking? partners are thinking on the My
by Valerie Ackley
What does the author want to Brain graphic organizer.
teach you? 2. Provide learners an opportunity
to share their drawings with their
partner.

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GEM Guide 3 | Lab 1

Lab 1: Learning About Our Brain (continued)

Key Principle and Practice: Learning
Learning Goal: Learners will identify examples of their learning and make
connections to how learning makes their brains stronger and smarter.

*Note: A variety of children’s literature can be used to teach and reinforce the concept of learning
by simply prompting: What does ____________________ (character’s name/identity) learn?

Think-aloud: “Let’s see what we can learn by reading this book. When we learn something new our
brain gets stronger and smarter.”

Book Title Prompts Learning Extension

I Can Read With How do you learn to read? Explore to Learn

My Eyes Shut Why is it so important to learn to 1. Explore Dr. Seuss’ website for
by Dr. Seuss read? games, activities, and resources:
www.seussville.com.

What does good listening look like?

Play to Learn
How does listening help you learn?
Listen and Learn 1. Invite learners to practice
How do others feel when you
by Cheri J. listening by playing a game of
listen to them?
Meiners “Brain Says”; modeled after
*additional prompts within the
“Simon Says.”
book

When do you feel like Howard?

When do you feel like Howard’s Explore to Learn
Howard B.
friends? 1. Explore the We Do Listen
Wigglebottom
How does Howard learn to listen? Foundation website for free
Learns to Listen
How do others feel when you animated books, songs, games,
by Howard
listen to them? activities, and more at
Binkow
*additional prompts within http://wedolisten.org.
the book

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 GEM Guide 3 | Lab 1

Lab 1: Learning About Our Brain (continued)

Key Principle and Practice: Learning
Learning Goal: Learners will identify examples of their learning and make
connections to how learning makes their brains stronger and smarter.

Book Title Prompts Learning Extension

Ask to Learn
What did Henry learn to do?
1. Invite learners to ask their
How did he learn to say his first
Henry Finds parents/family members
word?
His Word questions about when they were
Do you remember the first word
by Lindsay Ward little: What was their first word?
you learned to say?
When did they learn to walk?
What are some other “firsts”?
2. Create a class poster titled, “Our
Firsts.”

Write and Draw to Learn

1. Engage learners in a shared
or interactive writing/drawing
While reading aloud, invite learn-
opportunity and create a class
ers to act out different parts of the
poster titled “26 Things My Brain
26 Big Things book.
Does.”
Small Hands Do What can your hands do?
2. Invite learners to illustrate.
by Coleen How do your hands help you
*An online interactive tool for an
Paratore learn?
alphabet organizer is available
What part of your body controls
on IRA’s ReadWriteThink website:
your hands?
http://www.readwritethink.org/
files/resources/interactives/
alphabet_organizer/

Watch to Learn
1. Invite learners outside to observe
birds flying. How are the birds
flying?
2. Engage learners in a shared,
What does the penguin believe he interactive, or independent
Learning to Fly! can do? writing/drawing opportunity to
by Sebastian What strategies do the penguin create step-by-step instructions
Meschenmoser and his friend try? for flying.
How does the penguin learn to fly? 3. Invite learners to share the step-
by-step instructions with their
“animal friends” (puppets and/
or animal manipulatives) to guide
their “animal friends” through
flight exploration.

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GEM Guide 3 | Lab 1

Lab 1: Learning About Our Brain (continued)

Key Principles and Practices: Self-Efficacy & Agency
Learning Goal: Learners will express/demonstrate self-efficacy and agency.

Book Title Prompts Learning Extension

Write and Draw to Learn

1. Engage learners in a shared or
Why was Jack worried? interactive writing opportunity
When do you feel like Jack? and write a class book titled “Our
What does Jack learn about himself? Talents” using sentence frames
Jack’s Talent
How does Jack learn to believe in from the book.
by Maryann
what he can do? 2. Dedicate a page to each learner.
Cocca-Leffler
What are your talents? 3. Take a picture of each learner
How are you developing your to include on each page. Invite
talents? learners to illustrate.
4. Explore the internet for book
publishing ideas.

What does Cloudette want to do? Watch to Learn

What is her goal? 1. Invite learners outside to look for
Why is Cloudette worried? “Cloudette” in the sky.
Cloudette
When do you feel like Cloudette? 2. Engage learners in a discussion
by Tom
What does Cloudette learn about about the importance of not only
Lichtenheld
herself? accomplishing big things but also
How does Cloudette accomplish accomplishing small things every
what she wants to? day.

Act to Learn
What does Al Pha want to do? What
1. As a whole class, in small groups,
Al Pha’s Bet is his goal?
or in pairs invite learners to act
by Amy Krouse How does he accomplish what he
out different parts of the story.
Rosenthal wants to?
Integrate story props (puppets,
When do you feel like Al Pha?
letters, etc.).

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 GEM Guide 3 | Lab 1

Lab 1: Learning About Our Brain (continued)

Key Principles and Practices: Self-Efficacy & Agency
Learning Goal: Learners will express/demonstrate self-efficacy and agency.

Book Title Prompts Learning Extension

Share to Learn
Dream Big: What does Michael want to do? 1. Within a whole class discussion,
Michael Jordan What is his goal? invite learners to share their
and the Pursuit of How does Michael accomplish dreams: “When you grow up,
Olympic Gold what he wants to? what do you want to do or be?”
by Deloris Jordan When do you feel like Michael? 2. Record learner “dreams” (quote
journal and/or portfolios).

How do you control how fast or

slow you move? Act to Learn
What part of your body controls 1. Invite learners to act out different
From Head to Toe how you move? Think? What you movements along with the book.
by Eric Carle say? Do? 2. Invite learners to add more
Who controls your brain? Who animals and movements to the
controls what you think? What you book.
say? What you do?

Act to Learn
Materials: potato
What are some of the examples of
1. Invite learners to act out different
I’m Bored what kids can do?
par ts of the book in front of the
by Michael Ian What part of the little girl’s brain is
potato.
Black she using to do all of the things in
2. Invite learners to brainstorm
the book?
more examples of what kids can
do and act them out.

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GEM Guide 3 | Lab 1

Lab 1: Reading Extensions

*Books in bold are Read-Aloud mini-lessons.

Learning Routine Read-Aloud

• Tullet, Herve. (2011). Press Here. San Francisco, CA: Chronicle Books.

Books About Dolphins

• Hatkoff, Dave, Hatkoff, Julianna, & Hatkoff, Isabella. (2011). Winter’s Tail: How One Little Dolphin
Learned to Swim Again. New York, NY: Scholastic.
• Pfeffer, Wendy. (2003). Dolphin Talk: Whistles, Clicks, and Clapping Jaws. New York, NY:
HarperCollins Publishers.
• Crisp, Marty. (2004). Everything Dolphin. Chanhassen, MN: NorthWord Press.
• Lindeen, Carol. (2004). Dolphins. Mankato, MN: Capstone Press.

Principle & Practice: Brain

• Arnold, Tedd. (1997). Parts. New York, NY: Penguin Group.
• Avison, Brigid. (2011). I Wonder Why I Sleep and Other Questions About My Body. New York, NY:
Kingfisher.
• Benton, Jim. (2006). The Fran with Four Brains. New York, NY: Simon and Schuster.
• Deak, JoAnn. (2010). Your Fantastic Elastic Brain. Belvedere, CA: Little Pickle Press.
• DiSpezio, Michael A. & Desalle, Rob. (2010). Your 21st Century Brain. New York, NY: Sterling.
• Ehrlich, Fred M.D. (2005). You Can’t Use Your Brain If You’re a Jellyfish. Maplewood, NJ: Blue
Apple Books
• Hallowell, Edward M. (2004). A Walk in the Rain With a Brain. New York, NY: HarperCollins.
• Lennard, Kate. (2006). Young Genius: Brains. New York, NY: Barron’s Educational Series, Inc.
• Lowry, Lois. (2009). Gooney Bird is So Absurd. New York, NY: Houghton Mifflin.
• Nettleton, Pamela Hill. (2004). Think, Think, Think: Learning About Your Brain. Mankato, MN:
Picture Window Books.
• Stewart, Melissa. (2014). How is My Brain Like a Supercomputer? And Other Questions About The
Human Body. New York, NY: Sterling Children’s Books.

Principle & Practice: Thinking/Metacognition

*Wordless books serve as an effective tool to teach the concept of thinking and metacognition.
• Ackley, Valerie. (2009). What Are You Thinking? United States: ThoughtsAlive Books.
• Becker, Aaron. (2013). Journey. Cambridge, MA: Candlewick Press.
• Becker, Aaron. (2016). Return. Cambridge, MA: Candlewick Press.
• Becker, Aaron. (2014). Quest. Cambridge, MA: Candlewick Press.
• Boyd, Lizi. (2013). Inside Outside. San Francisco, CA: Chronicle Books.

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 GEM Guide 3 | Lab 1

• Briggs, Raymond. (1978). The Snowman. New York, NY: Random House.
• Cordell, Matthew. (2017). Wolf in the Snow. Feiwel & Friends.
• DePaola, Tomie. (1978). Pancakes for Breakfast. Orlando, FL: Harcourt, Inc.
• Fleischman, Paul. (2004). Sidewalk Circus. Cambridge, MA: Candlewick Press.
• Jay, Allison. (2008). Welcome to the Zoo. New York, NY: Dial Books.
• Lee, Suzy. (2008). Wave. San Francisco, CA: Chronicle Books.
• Lee, Suzy. (2017). Lines. San Francisco, CA: Chronicle Books.
• Lehman, Barbara. (2006). Museum Trip. Boston, MA: Houghton Mifflin.
• Lehman, Barbara. (2007). Rainstorm. Boston, MA: Houghton Mifflin.
• Lehman, Barbara. (2004). The Red Book. Boston, MA: Houghton Mifflin.
• Lehman, Barbara. (2011). The Secret Box. Boston, MA: Houghton Mifflin.
• McDonnell, Patrick. (2008). South. Boston, MA: Little Brown Books.
• Pinkney, Jerry. (2009). The Lion and the Mouse. New York, NY: Little, Brown Books.
• Savage, Steven. (2011). Where’s Walrus? New York, NY: Scholastic Press.
• Seuss, Dr. (1975). Oh, the Thinks You Can Think! New York, NY: Random House.
• Thomson, Bill. (2010). Chalk. Tarrytown, NY: Marshall Cavendish Corporation.
• Wiesner, David. (2006). Flotsam. New York, NY: Clarion Books.
• Wiesner, David. (1991). Tuesday. New York, NY: Clarion Books.
• Wiesner, David. (1999). Sector 7. New York, NY: Clarion Books.

Principle & Practice: Learning

• Berne, Jennifer. (2010). Calvin Can’t Fly. New York, NY: Sterling.
• Binkow, Howard. (2005). Howard B. Wigglebottom Learns to Listen. Marina Del Ray, CA:
Thunderbolt Publishing.
• Binkow, Howard. (2011). Howard B. Wigglebottom Learns About Sportsmanship. Marina Del Ray,
CA: Thunderbolt Publishing.
• Cox Judy. (2010). Carmen Learns English. China: Holiday House.
• Creech, Sharon. (2001). A Fine, Fine School. New York, NY: Harper Collins.
• Donovan, Sandy Bridget. (2010). Bored Bella Learns About Fiction and Nonfiction. Mankato, MN:
Picture Window Books.
• Donovan, Sandy Bridget. (2010). Karl and Carolina Uncover the Parts of a Book. North. Mankato,
MN: Picture Window Books.
• Lee, Huy Voun. (2005). In the Leaves. New York, NY: Henry Holt and Company.
• Lee, Huy Voun. (1995). In the Snow. New York, NY: Henry Holt and Company.
• Meiners, Cheri J. (2003). Listen and Learn. Minneapolis, MN: Free Spirit Publishing.
• Meschenmoser, Sebastian. (2005). Learning to Fly. Tulsa, OK: Kane Miller.
• Paratore, Coleen. (2008). 26 Big Things Small Hands Do. Minneapolis, MN: Free Spirit
Publishing.
• Schubert, Leda. (2011). Reading to Peanut. New York, NY: Holiday House.
• Schwartz, Amy. (2004). Things I Learned in Second Grade. New York, NY: HarperCollins.

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GEM Guide 3 | Lab 1

• Seuss, Dr. (1978). I Can Read With My Eyes Shut! New York, NY: Random House.
• Van Dusen, Chris. (2010). Learning to Ski with Mr. Magee. San Francisco, CA: Chronicle Books.
• Ward, Lindsay. (2015). Henry Finds His Word. New York, NY: Dial Books for Young Readers.
• Wells, Rosemary. (2012). Yoko Learns to Read. New York, NY: Hyperion Books.
• Zemach, Kaethe. (2008). Ms. Mccaw Learns to Draw. New York, NY: Arthur A. Levine Books.

Principles & Practices: Self-Efficacy & Agency

• Black, Michael Ian. (2012). I’m Bored. New York, NY: Simon & Schuster.
• Carle, Eric. (1997). From Head to Toe. New York, NY: HarperCollins.
• Cocca-Leffler, Mary. (2007). Jack’s Talent. New York, NY: Farrar, Straus and Giroux.
• Craig, Gary. (2006). You Can Be Anything! Yelm, WA: Elora Media.
• Cronin, Doreen. (2004). Duck for President. New York, NY: Simon and Schuster.
• DiPucchio, Kelly. (2008). Grace for President. New York, NY: Hyperion Books.
• Dorfman, Craig. (2003). I Knew You Could. New York, NY: Penguin Group.
• Hoffman, Mary. (1991). Amazing Grace. New York, NY: Dial Books.
• Howe, James. (2010). Brontorina. Somerville, MA: Candlewick Press.
• Jordan, Deloris. (2012 ). Dream Big: Michael Jordan and the Pursuit of Olympic Gold. New York,
NY: Simon & Schuster.
• Lichtenheld, Tom. (2011). Cloudette. New York, NY: Henry Holt and Company.
• Piper, Watty. (2005). The Little Engine That Could. New York, NY: Philomel Books.
• Rosenthal, Amy Krouse. (2011). Al Pha’s Bet. New York, NY: The Penguin Group.
• Smith, Lane. (2008). Madam President. New York, NY: Hyperion Books.
• Stier, Catherine. (2007). If I Ran for President. Morton Grove, IL: Albert Whitman and Company.
• Yamaguchi, Kristi. (2011). Dream Big, Little Pig! Naperville, IL: Sourcebooks.
• Zullo, Germano. (2013). Line 135. San Francisco, CA: Chronicle Books.

Websites to Support Learning Extensions

Brain
• http://kidshealth.org/kid/htbw/brain.html
• http://faculty.washington.edu/chudler/neurok.html
• http://kids.frontiersin.org
• http://www.bioedonline.org/lessons-and-more/lessons-by-topic/brain-and-behavior/
• http://kids.nationalgeographic.com/kids/stories/spacescience/brain/
Animals
• http://kids.nationalgeographic.com/kids/animals/creaturefeature/
• www.animalfactguide.com
Other
• http://wedolisten.org
• www.seussville.com

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 GEM Guide 3 | Lab 1

• www.readwritethink.org/files/resources/interactives/acrostic/
• http://www.readwritethink.org/files/ resources/interactives/alphabet_organizer/
• www.mimicbooks.com

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About Mindset Works
Mindset Works was co-founded by one of the world’s leading researchers in the field of motivation,
Stanford University professor Carol S. Dweck, Ph.D. and K-12 mindset expert Lisa S. Blackwell, Ph.D.
The company translates psychological research into practical products and services to help students
and educators increase their motivation and achievement.

Our award-winning interactive program provides students, parents

and educators with a better approach to learning.
Brainology® program is a fun, interactive, award-winning, online program that helps middle school
students learn about how the brain works, how to strengthen their own brains and how to better
approach their own learning. In the
process, the Brainology® program
helps them cultivate a growth mindset
whereby they think of their intelligence
as something they can develop through
study and learning rather than as
something fixed. The core belief in
the malleability of the mind triggers
motivation and learning-oriented
behavior in various aspects of life.

Visit www.mindsetworks.com for more growth mindset resources, tools, articles,

and videos. Contact us at info@mindsetworks.com.

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