Thursday, September 11, 2014

Throwback Thursday Book Review

The Picture Book Teacher's Edition - The Hallowiener TBT Book Review
This is one of my favorite Halloween books and it is an amazing book, not only does it have a great lesson, but there are so many reading skills and strategies that are fun to teach or just practice. Check out the book review and get started with those lesson plans. Click the picture below to take you to the review.
The Picture Book Teacher's Edition - TBT Book Review Button
Congratulations to this weeks Surprise Prize Giveaway winner,
 Emily Levine!


Best,

Monday, September 8, 2014

Surprise Prize Giveaway #3

The Picture Book Teacher's Edition surprise prize Giveaway Ends 9/14/14
It is time for another Surprise Prize Giveaway! Enter to win the Reading Skills and Strategies packet that goes with the TBT book review I will post on Thursday 9/11/14.
a Rafflecopter giveaway

Good luck!
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Thursday, September 4, 2014

Throwback Thursday Book Review

The Picture Book Teacher's Edtion - Beatrice Doesn't Want To TBT
This books is such a great book for introducing students to all the wonderful things books have to offer, a definite must for the beginning of the school year. Check out the review I did back in September of 2012, just click the button below.
The Picture Book Teacher's Edition - TBT Review Button
Happy reading!

Monday, September 1, 2014

Top 10 Books for September

Trying to figure out what my Top 10 books should be for this September, I started thinking about summer vacation and how animals are usually such a big part of summer. We see animals at theme parks, in our yards, in the ocean, while we camp and sometimes running down our neighborhood streets. My Top 10 Book list is about animals.
The Picture Book Teacher's Edition - Sept 2014 Top 10 Book List - Books about animals

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The Picture Book Teacher's Edition - Sept 2014 Top 10 Book List - Books about animals
The Picture Book Teacher's Edition - Sept 2014 Top 10 Book List - Books about animals

The Picture Book Teacher's Edition - Sept 2014 Top 10 Book List - Books about animals

The Picture Book Teacher's Edition - Sept 2014 Top 10 Book List - Books about animals
The Picture Book Teacher's Edition - Sept 2014 Top 10 Book List - Books about animals
The Picture Book Teacher's Edition - Sept 2014 Top 10 Book List - Books about animals
The Picture Book Teacher's Edition - Sept 2014 Top 10 Book List - Books about animals
The Picture Book Teacher's Edition - Sept 2014 Top 10 Book List - Books about animals
The Picture Book Teacher's Edition - Sept 2014 Top 10 Book List - Books about animals

To find more of my Top 10 Lists use the "Other information and fun stuff" pull down tab under the Labels section in the right hand margin.
 
Happy September,
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Wednesday, August 27, 2014

The Frog Principal by Stephanie Calmenson

book review graphics
Mr. Bundy loves being a principal. He loves it so much he wants to hire a magician for the next school assembly. Unfortunately for Mr. Bundy, the magician turns him into a frog during his audition. The magician doesn’t know how to turn him back and Mr. Bundy doesn’t want anyone to see him like that, so they both run out of his office. Mr. Bundy heads to the local pond where he tries to figure out what to do. Mr. Bundy wants desperately to be the principal, even if he is a frog, so he does the only thing he can, convinces the students that a talking frog can be a great principal. Mr. Bundy is allowed to fill in as principal while he is “gone”. Your students will love what happens to Mr. Bundy the frog principal as he turns back into Mr. Bundy the principal.
Below is a list of reading skills, strategies and ideas that you can use to create a meaningful lesson to use with this book.
I have also created an Asking Questions Freebie for you and your students to enjoy.
Reading level: 2.9
Theme/subject: new life experiences, school
Genre: humorous fiction
Suggested Vocabulary/phrases: phone book, amuse, amphibians, bog, hopping mad, scrawled, beloved, cattails, fainted, stunned, trampled, refreshing

Reading skills and strategies:
  • Asking questions - {possible questions before} I wonder how a frog became a principal. I wonder what kind of school it is. {possible questions during} I wonder when the magician is coming back. I wonder how Mr. Bundy will turn back into a person. {possible questions after} I wonder if the kids will figure out the Mr. B was really Mr. Bundy. **Remember to have your students answer/reflect their questions.
  • Author's point of view – Third. Be sure to find 3 pieces of evidence to support this (Mr. Bundy, they, the kids).
  • Author's purpose – entertaining {evidence} People cannot turn into frogs. Frogs cannot talk and people don’t eat fly’s.
  • Beginning, middle, end - {most important event from beginning} The magician that Mr. Bundy wanted to use for an assembly turned Mr. Bundy into a frog. {most important event from middle} The frog became the principal of the school. {most important event from end} Mr. Bundy was able to turn himself back into a person.
  • Cause and effect – Why did Mr. Bundy call a magician? Because he thought the kids would love to see some magic at their next assembly. Why did the magician rush out of Mr. Bundy’s office? Because he needed to find the instruction book to turn Mr. Bundy back into a person. Why did Mr. Bundy hop out of his office window? Because Ms. Moore the Vice Principal came in and he didn’t want her to see him. How come the kids promised the frog that he could be principal? Because that was the only way for them to get their baseball back. Why did the kids think they didn’t need to keep their promise? Because they crossed their fingers behind their backs. Why does Ms. Moore decide to let the frog be principal? Because a promise is a promise. Why were the kindergarteners trying not to giggle? Because Mr. B was swimming through their water. How come Mr. Bundy turned back into a person? Because he got hit on the head with a baseball and started reciting a magic spell. How come the kids were so excited to have Mr. Bundy back? Because they thought it was embarrassing to have a frog as a principal.
  • Character analysis - describe Mr. Bundy {looks like, feelings, thoughts, character}
  • Classify & categorize – classify principals – categorize what a good principal does and what a bad principal does.
  • Compare & contrast – Mr. Bundy the person to Mr. Bundy the frog. Your principal to Mr. Bundy.
  • Connections - {possible text-to-self connections} Having a great principal. {possible text-to-text connections} You can connect this book to any children’s book about principals, such as A Fine, Fine School by Sharon Creech, Mr. Tanen’s Ties by Maryann Cocca-Leffler or The Principal from the Black Lagoon by Mike Thaler.
  • Drawing conclusions & inferencing – Why are the kids crossing their fingers behind their back? {text clues} The kids are promising the frog that he can be the school principal as they are crossing their fingers. {what I know} I know that anyone crossing their fingers when the make a promise means they don’t have to keep their promise. {my conclusion} I think the kids are crossing their fingers because they just wanted to get their ball back and really didn’t want the frog to be their principal.
  • Fact & opinion{fact} Mr. Bundy called a magician. The magician turned Mr. Bundy into a frog. The kids promised the frog he could be principal. Mr. B got knocked in the head with a baseball. {opinion} Mr. Bundy is the best principal ever. The magician was really good. The kids loved having a frog as a principal.
  • Main idea & details - {main idea} The story is mostly about a frog being the principal for a school. {details} Mr. Bundy, the school’s principal left a note saying he had an emergency and would be back soon. The frog in the pond asked the kids if he could be their principal. The kids were embarrassed about the frog being their principal.
  • Plot - the turning point or climax in the story was when the frog got hit in the head with a baseball.
  • Predict – What do you thing the story is going to be about? Do you think the magician will come back? Do you think the frog will make a good principal? How do you think Mr. Bundy will turn back into a person? Do you think anyone will figure out that the frog was really Mr. Bundy?
  • Problem & solution - {problem} The problem in the story is that Mr. Bundy is a frog and doesn’t know how to get back to being a person. {solution} Mr. Bundy solved his problem by reciting a magic spell after he got hit in the head with a baseball.
  • Sequencing – Mr. Bundy called a magician. The magician turned Mr. Bundy into a frog. The magician ran away. Mr. Bundy left a note and jumped out the window. The kids lost their baseball in the pond. The frog promised to get their ball from the pond if they promised to let him be principal. Ms. Moore held an assembly to tell the kids that Mr. Bundy was going to be gone for a while. The frog came to the assembly. Ms. Moore told the frog he could be principal. The frog told the kids to call him Mr. B. The kids were embarrassed to have a frog as a principal. Mr. B got hit in the head with a baseball while he watched the kids play. When Mr. B was knocked out he started saying a magic spell. Mr. B turned back into Mr. Bundy. Everyone was happy to have Mr. Bundy back.
  • Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
  • Strong thought – Mr. Bundy that he could be a good principal even as a frog. Do you agree? Why or why not?
  • Summarize - {someone} Mr. Bundy {wanted} a magician for the next assembly {but} but the magician turned him into a frog {so} Mr. Bundy talked the kids into letting him (the frog) into being their principal. {then} Then Mr. Bundy got hit in the head with a flying baseball and he {finally} finally was able to turn back into a person.
  • Visualize – Visualize what your school would be like if you had a frog as a principal.
The Picture Book Teacher's Edition Click the above picture to get this freebie.
Happy reading!
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Sunday, August 24, 2014

The Top 10 Ways To Make a New Teacher Feel Unwelcome at Your School

 
10. Eat lunch together as a grade level in the classroom right next door to the new teacher and never invite her to join you.
9. Never respond or acknowledge that the new teacher sent you an email.
8. Schedule staff and grade level meetings on days the new teacher doesn’t work.
7. Put the new teacher’s name on her mailbox 6 weeks after she starts.
6. Make sure to not let the new teacher know when there is a change of plans concerning grade level events.
5. Be sure to not add the new teacher’s email address to the staff group, this way everyone needs to remember to add her when emailing the list, which they never remember to do.
4. Tell the new teacher that the events calendar is in her mailbox and then never put it in there.
3. Tell this new teacher how important it is for her to come to SST meetings and then don’t call to let her know they have started early, been postponed or were cancelled. Just let her show up late, or not show up at all, or better yet show up and be the only one there.
2. Put the new teacher in a room occupied by the afterschool program and then tell her that basically it is their classroom and I am just using it…deal with it.
1. If you are upset with a student that just walked into the new teacher’s classroom, make sure you walk right in and yell and discipline that student in front of you and the other students, and then make sure you don’t acknowledge or talk to that new teacher as you turn and leave her classroom.
What makes it all okay?
When one of your students comes up to you and tells you how much you helped them and that because of you they now love to read.
Best,














Thursday, August 21, 2014

The Cow That Laid an Egg by Andy Cutbill

The Picture Book Teacher's Edition book review

Does the cow really lay an egg or was it just a practical joke? Your students will love this hilarious book!

Reading level: 2.0
Theme/subject: friendship
Genre: general fiction 

Suggested Vocabulary/phrases: down in the dumps, ordinary, hatched a cunning plan, almighty commotion, astonished, pleased as punch, crafty chickens, hatch, promptly 

Reading skills and strategies:
  • Asking questions - {possible questions before} I wonder what the story is about. Can cows really lay eggs? I wonder where the egg came from. {possible questions during} I wonder how the other cows can do handstands. I wonder why the chickens want to help Marjorie. I wonder why Marjorie believes she laid an egg. I wonder why the farmer and his wife believed Marjorie laid an egg. I wonder where Marjorie is taking the egg when she wheels it around in the wheel barrow. I wonder how the cows could prove that Marjorie didn’t lay an egg. I wonder why the baby chicken said Moo. I wonder why Marjorie thinks the chicken is a cow. {possible questions after} I wonder how the other cows are going to treat Marjorie now that she thinks the chicken is her baby cow. **Remember to have your students answer/reflect their questions.
  • Author's point of view – Third person. Be sure to find 3 pieces of evidence to support this. (The chickens, the other cows, them, Marjorie)
  • Author's purpose – entertain {evidence} cows do not lay eggs. Chickens cannot play tricks. The illustrator drew some silly pictures.
  • Beginning, middle, end - {most important event from beginning} Marjorie the cow felt very ordinary because she couldn’t do anything special. {most important event from middle} Marjorie woke one morning to find that she had laid an egg. {most important event from end} The egg hatched and out popped a chicken that MOOOed.
  • Cause and effect – What caused Marjorie to feel down in the dumps? Marjorie didn’t feel special because she didn’t think she could do anything special. Why did Marjorie shriek that she laid an egg? Because the chickens hatched a cunning plan to help Marjorie feel special. Why did the other cows feel astonished? Because none of them had even laid an egg before. Why did people come from far and wide? Because they wanted to see the egg that the cow laid. Why did Marjorie now feel special? Because she had laid an egg. How come the other cows were not happy? Because they couldn’t believe that Marjorie really laid an egg. How come the cows didn’t think Marjorie laid that egg? Because they though the crafty chickens did it. How come there was tapping on the egg? because is was starting to hatch. How come the chicken that hatched said MOO? Because it was Marjorie that sat on the egg and she was the first person the baby chicken saw. Why did Marjorie think that the little chicken was a cow? Because when she hatched she said MOOO.
  • Character analysis - describe Marjorie. Describe the other cows. Describe the chickens. {looks like, feelings, thoughts, character}
  • Character changes – At the beginning of the story Marjorie was very sad and felt very ordinary. At the end of the story Marjorie was very happy, she felt very special; she had laid an egg and had a new chicken/cow baby to take care of and no other cow had ever done that before.
  • Classify & categorize – Classify cows and chickens? Categorize what chickens do and what cows do.
  • Compare & contrast – compare and contrast cows and chickens
  • Connections - {possible text-to-self connections} A time when you felt ordinary. A time when someone helped you feel extra special. A time when you felt extra special.
  • Drawing conclusions & inferencing – Why do you think the baby chicken said MOOO? {text clues} Marjorie sat on the egg the whole time. Marjorie was the first person the little chicken saw. {what I know} When babies are born their moms are usually the first people they see. {my conclusion} I think the little chicken said MOOO when she hatched because Marjorie was the first person she saw.
  • Fact & opinion{fact} Marjorie was a cow. Marjorie was felt very down in the dumps. The chickens hatched a plan to help Marjorie. The farmer and his wife were very proud of Marjorie. The other cows didn’t believe that Marjorie laid the egg. {opinion} The other cows were bullies. The chickens were clever. The farmer and his wife were not very smart. Marjorie was happy that she laid an egg. The other cows were jealous of Marjorie’s egg.
  • Main idea & details - {main idea} The story is mostly about Marjorie finally feeling special. {details} Marjorie felt very ordinary compared to the other cows. The chickens helped Marjorie feel special by putting an egg under Marjorie as she slept. The farmer and his wife were very proud of Marjorie.
  • Plot - the turning point or climax in the story was when Marjorie woke up and yelled, “I’ve laid an egg!”
  • Predict – What do you think the story is going to be about? How do you think the cow laid an egg? What do you think the chickens’ cunning plan was? How do you think the other cows will react to Marjorie laying an egg? What do you think is going to hatch out of the egg? How do you think the story is going to end?
  • Problem & solution - {problem} The problem in the story is that Marjorie feels very ordinary. {solution} Marjorie’s problem is solved when she woke up one morning to find that she laid an egg that was put there by the chickens.
  • Sequencing – Marjorie felt like an ordinary cow. The chickens hatched a plan. Marjorie woke one morning to find she had laid an egg. The other cows were astonished. The farmer ‘s wife called the newspaper. People came from all over to see the egg. The other cows didn’t believe that Marjorie laid that egg. Everyone waited for the egg to hatch. The egg hatched. Out popped a chicken. The little chicken looked at Marjorie and said MOOO. Marjorie named the little chicken Daisy.
  • Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
  • Strong thought – Marjorie was finally happy but the other cows wouldn’t just let her be, they wanted her to prove that she laid that egg. How could the other cows have behaved instead of telling her to prove it?
  • Summarize - {someone} Marjorie {wanted} wanted to feel special {but} she just felt ordinary {so} so the chickens devised a plan to help her. Marjorie woke one morning for find she laid an egg and {then} then the other cows were jealous of Marjorie. {finally} Finally Marjorie felt special.
  • Theme – Friends can help you feel special. With the help of friends it is easy to feel special.
  • Visualize – The chickens helped Marjorie by making it seem like she laid an egg. If you were Marjorie’s friend visualize what you would have done to help her feel special?
Here is a text-to-self connection freebie for you. Click the picture below to take you to the Freebie.
The Picture Book Teacher's Edition The Cow That Laid an Egg Freebie
Happy reading!
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