2. https://www.amazon.com/Viva-Frida-Morales-Yuyi/dp/1596436034 3. Kindergarten 4. 2015 5. The first step in Gordons five-step structure involves identifying a skill to teach and, for Viva Frida, the book perfectly aligns itself with the CCSS.ELA-LITERACY.RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). So, in this preparatory phase, I would develop questions to go along with the relatively simple narrative structure of this book. Each page consists of a single phrase in English and Spanish like I see/veo and I play/juego, and so, my questions would ask students to dig deep into each illustration and how it relates to the written word on the page. 6. The second step involves reading the text, asking a question, answering the question, citing the evidence [and finally] verbally following the reasoning process used to acquire the answer (Heilman, 2002, p. 404). In the case of Viva Frida I would do all of these steps and then my modeling of the reasoning process would involve me verbally analyzing the illustration and pointing out different things that I see that align with the word on the page 7. The third step involves all of the above, only this time the students cite the evidence to answer the questions. So here, I would read the words on the page, ask and answer a question like, Here Frida says I feel/siento. Looking at the illustration I can tell that she is feeling empathy for another living creature. What in the illustration tells me this? Due to these students being kindergarteners, they would not be taking notes during this step, but perhaps they could do a turn and talk and recite the evidence instead. I would then use the evidence from the illustration to explain the reasoning for my particular answer. 8. The fourth step involves getting the students to actually answer the question. So I would read the text again, only this time I would simply ask, Here Friday says I feel/siento. What does she feel? I would let the students answer this question, and then I would explore the illustration and cite the evidence for the answer, i.e., Fridas facial expression, her action of pulling an arrow out of a deers foot, etc., and then use these aspects of the illustration to explain my reasoning. 9. The fifth step involves shifting most of the responsibility on to the students. Here, I would read the text, show the illustration and ask a question, but the students would do the rest. 10. Heilman (2002) states that this works best with more complex texts or storybooks, but I think this method could also be very effective for kindergartners. This process has helped me think about the reading process on the micro scale, and I think that this method would benefit the students in a number of ways. As we reread this text the students would begin to be able read some of these words on sight. As we read and reread, the students would also be bridging between English and Spanish (something that is very important at the dual language school where I work). Also, in so much as Gordons steps are concerned, I have seen parts of this in action, but I think beginning by modeling everything and then slowly relinquishing responsibility to the students would be very effective. Viva Frida is so light on text that I think it would fit in nicely with this model. As students took on more and more of the responsibility during each step, I think that they would make more and more connections on the relationship between the illustrations and the text, and this is something that is very important for emergent readers. Finally, I also think that this text would open itself up to higher levels of comprehension as the students went through each step of the process.