|Read Aloud Program: Book Enrichment Guide
Title: Animals Should Definitely Not Wear Clothing
Author: Judi Barrett
Age Range: 3-5
Topics/Themes: Animals, American wit and humor, Pictorial, Imagination
Vocabulary: definitely, disastrous, unnecessary, manage, embarrassing
See examples of this book read loud here: Animals Should Definitely Not Wear Clothing
Components of Book (review each session)
Author, Illustrator (roles of each)
Title; front and back covers; spine
Introduction (prep Questions)
What do you see on the cover?
Do animals need to wear clothes? Why or Why not?
What do you think this book will be about?
Why do we wear clothes?
What pieces of clothing do you have on today? (Socks, shoes, shirt, dress, pants, etc.)
Have you ever seen an animal wearing clothing?
Why do animals tear the clothes up? Do you think there is any way to make them fit?
If you could dress up your pet, what would you put on him or her?
Because....why? - What is the problem with clothing for each animal? Discuss animal features (long neck, pouch, quills, etc.)
Print Referencing: “notice” the line drawn under the word not (for example: “I guess it means that’s an important word”); might call attention to the word “because” which starts the text on most pages - kids might help “ read” it.
Bring in photos of dogs in clothes & samples in a bag. Have kids stand up if they are wearing a specific kind of clothing (i.e. red shirt, pink socks). Do a rapid naming of pictures of various articles of clothing like the animals in the story.
Sound out vocabulary words. These words are very long and can look very intimidating to children.
Make predictions why certain animals should not wear the clothing items seen in the book.
Related Songs, Rhymes, & Finger Plays
Play Simon Says, giving directions to touch specific pieces of clothing. (i.e. touch your shirt, shoes).
Sing a song about animals wearing clothing. Make up additional verses by substituting rhyming words to replace llama and pajama.
For example: have you ever seen a mouse wearing a blouse? Have you ever seen a fox wearing socks? Have you ever seen ants wearing pants?
* Down by the bay,
Where the watermelon grows,
I dare not go, for if I should
My mother would say:
“Have you ever seen a llama
Down by the bay.
As you read each page, cover the illustrations, and ask the students to make inferences about why the author might think that each animal should not wear clothing. Encourage students to visualize each animal, making pictures in their head from the text. Ask them to think of what is unique about each animal. Read, "because a camel might wear it in the wrong places." Say, "Picture a camel in your mind. What does a camel look like? What is unique about a camel? Why would clothes be silly on a camel?"
Student respond with something such as:
"I know that a camel is tall, has four long legs, a shaggy coat and at least one hump on its back. My inference is that a camel shouldn't wear clothes because it might wear them on its humps."
As you go through the book, cover each illustration and ask why each animal should not wear clothing. Read the text, and give students two minutes to describe the picture in their mind to a partner. Continue through the book, encouraging students to make inferences between the text and what they know. Stop before the page that says, "...because moose could never manage.”
Make a class book. Allow the children to draw pictures and rewrite the story in their own words. The teacher will scaffold answers and dictate writing as needed Source
Give the child a stuffed animal. Say: This is a (name of the animal). Show the child a hat. Say: This is a hat. Put the hat on the animal’s foot and say: Does the hat belong on a foot? (Pause for a response.) Say: I don’t think so. That’s not its head. Put the hat on the animal’s back and ask: Does the hat go on a back? (Pause for a response.) Say: I don't think so. (Pause.) I think it goes on the animal’s head. Here, you put it on the head. Give the hat to the child and help him/her put it on the animal’s head. Source