Resource Filters Description More information about this book
More information about this book

Book Description

Resource Type

  • Pre-Reading Activities
  • During Reading Activities
  • Post-Reading Activities

Skills and Subjects

  • Vocabulary Acquisition
  • Comprehension Strategies
  • Integrated Learning
  • Key Ideas & Details
  • Critical Thinking in Literacy
  • Further Research
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Alego

An enchanting and utterly authentic introduction to the life of an Inuit child and her world.

    Book Genre:

  • Picture Books

    Audience:

  • ages 3 to 7 / grades P to 2

Written by

  • Ningiukulu Teevee

Illustrated by

  • Ningiukulu Teevee

  • Book Description

    Written and illustrated by Ningeokuluk Teevee, one of the most interesting artists in Cape Dorset, home to the great tradition of Inuit art, this is a beautifully simple story, written in Inuktitut and English, about a young Inuit girl who goes to the shore with her grandmother to collect clams for supper. Along the way she discovers tide pools brimming with life — a bright orange starfish, a creepy-crawly thing with many legs called an ugjunnaq, a hornshaped sea snail and a sculpin. This is an enchanting and utterly authentic introduction to the life of an Inuit child and her world.

    This book highlights the natural surroundings of the Arctic and daily living of Inuit in their community. The importance of family and the unique relationship between children and their grandparents are also shared in this story. Curriculum connections include Science, Social Studies and the Arts through a variety of co-curricular activities, meeting the needs of diverse learners in the 21st century classroom.

  • Pre-Reading Activities/ Vocabulary Acquisition
    Inuktitut Vocabulary

    Preview Inuktitut vocabulary using the glossary at the end of the book. The glossary can be projected on the Smartboard or written on chart paper.

    ammuumajuq/ammuumajuit clam/clams
    kanajuq/kanajuit sculpin/sculpins
    aggaujaq starfish
    ugjunnaq creepy-crawly thing with many legs
    siupiruq snail
    kinguq/kinguit sea louse/sea lice

    Other vocabulary may be searched on the internet during the Read Aloud.

  • Pre-Reading Activities/ Comprehension Strategies
    Front Cover Picture Walk

    Show the front cover of the book to students. Ask students to make predictions about the story, including the setting, and record their predictions on a word web titled “Alego.” Continue with a picture walk and make changes/additions to the predictions recorded on the word web. Predictions will be confirmed after reading the story aloud.

  • During Reading Activities/ Integrated Learning
    Your Favorite Activities

    In the story, we learn that Alego enjoys digging for clams with her grandmother. Share an activity that you like to do with a family member, friend or pet.

  • During Reading Activities/ Integrated Learning
    Your Traditions

    Describe a tradition that you have with your family or friends.

  • During Reading Activities/ Integrated Learning
    Where Does Food Come From?

    Alego and her grandmother go digging for clams for their supper on the ocean shore. Where does the food that you eat come from? (i.e. grocery store, garden, trees, shrubs, forest, water, etc.)

  • During Reading Activities/ Key Ideas & Details
    Make a Story Map

    Create a story map with students to sequence events in the book. This activity can be done individually, in small groups or as a whole class.

    Make a Story Map (Great Schools):
    https://www.greatschools.org/gk/articles/make-a-story-map/

    Story Map Directions as explained by a teacher:
    https://www.youtube.com/watch?v=OAxvDLEkI_w

  • Post-Reading Activities/ Critical Thinking in Literacy
    Discovering Something New

    While digging for clams with her grandmother, what did Alego discover? Have you ever unexpectedly discovered something new and exciting?

  • Post-Reading Activities/ Integrated Learning
    Daily Life

    How is your daily life similar to that of Alego? How is it different? This activity can be done with a partner, in a small or large group or as a whole class. Provide students with a chart paper divided into two columns labeled “Similarities / Differences.” Have students write their ideas on the chart.

  • Post-Reading Activities/ Critical Thinking in Literacy
    The Author’s Message

    What is the author’s message? Ask students to turn and talk to their elbow partner. Share ideas with the whole class. Students may do a written response or an illustration of the author’s message.

  • Post-Reading Activities/ Integrated Learning
    Making Connections Across Texts

    How does Alego remind you of another book we have read? This text reminds me of the story ________________ because ___________________________.

  • Post-Reading Activities/ Integrated Learning
    Learn About Food Sources

    Have students research a food item and where it comes from. Students can present their findings as a poster or pamphlet, a poem, an oral presentation or written report. Students may also choose to present their findings as a group performance (roleplay or tableau).

  • Post-Reading Activities/ Key Ideas & Details
    Features of Your Community

    How is the community where Alego lives similar to and different from the community where you live? As a class, create a T-chart to record students’ ideas.

    Alego’s Community My Community (Thunder Bay)
    Tundra (no trees) Canadian Shield
    On the ocean On Lake Superior
    Clams and other ocean creatures Fresh water fish
    Dirt or gravel roadways Highways
    Small community City

    Have students work individually or with a partner to create a Venn diagram using the ideas in the T-chart to compare and contrast Alego’s community with their community.

  • Post-Reading Activities/ Integrated Learning
    Features of an Arctic Community

    Make a visual representation of an Arctic community. Students may choose to present the information in a painting, a collage, a poster or to build it with recyclable materials.

  • Post-Reading Activities/ Integrated Learning
    Features of an Arctic Community

    Make a visual representation of an Arctic community. Students may choose to present the information in a painting, a collage, a poster or to build it with recyclable materials.

  • Post-Reading Activities/ Integrated Learning
    Create a Song About Food

    Create a song inspired by the question “Where does our food come from?” This activity can be done with a partner or in small groups. A performance of student-created songs may follow.

  • Post-Reading Activities/ Integrated Learning
    Create a Mural About Food

    Create a mural inspired by the question “Where does our food come from?” Students may use paint or cut and paste images from newspapers, magazines or the internet to create their mural. Murals may be displayed and viewed in a gallery walk or in an oral presentation by students.

  • Post-Reading Activities/ Further Research
    Internet Resources for Educators

    Aboriginal Perspectives: A Guide to The Teacher’s Toolkit – Teaching Resources and Strategies for Elementary and Secondary Classrooms:
    https://www.tncdsb.on.ca/Programs/Program/IndigenousEd/Documents/Guide_Toolkit2009.pdf

    Fostering Literacy Success for First Nations, Métis and Inuit Students. Student Achievement Division. Ontario Ministry of Education: 2013.
    http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_Fostering_Literacy.pdf

    Reading Rockets features a variety of graphic organizers and other literacy resources for teachers: www.readingrockets.org