This strategy can be practiced by stopping throughout the read-aloud. For example, stop after reading page 4, when Mr. Hatch goes to bed early. Ask, “What do you think will happen to Mr. Hatch?” Then after reading the next section students can reflect on their predictions based on how he is feeling now. Another example would be stopping after the postman asks Mr. Hatch for the heart package back. Ask students, “How do you think Mr. Hatch feels now?” “How do you think Mr. Hatch might change?” Then read the rest of the book and reflect on student predictions.

The colors in the illustrations support the emotional subtext. In the beginning of the story, when Mr. Hatch is feeling sad, the colors are dull and muted. This will help students create their own mental picture incorporating dark and dull colors. In the middle of the text when Mr. Hatch is feeling happy and excited, the colors in the illustrations are very vibrant and bright. Encourage students to create mental images with these colors that represent the character’s range of emotions.

Reread any of the text that has tricky or difficult words. Rereading the text will also allow you to model how to read with expression and intonation. Take a few opportunities to read the text without fluency and then go back and reread the same text with fluency. Discuss with students the differences, and what sounds better and helps you understand the author’s meaning.

This book allows for the reader to model different reading rates. In the beginning of the text Mr. Hatch feels sad and unhappy. At this point in the book, the text can be read more slowly and in a monotone. As Mr. Hatch begins to feel better and his attitude improves, pick up your reading rate to demonstrate his positive feelings. The reading rate can be connected to how Mr. Hatch is feeling throughout the story.

While reading the text aloud, draw attention to interesting words such as fluttered, peeking, exclaimed, and recovered.