Valentine by Carol Carrick - Teaching Ideas

Even though this story takes place on Valentine's Day and is titled Valentine, it is a story that can be read any time of year because the ultimate message is one of love and caring.

Valentine is a beautifully written wonderfully illustrated story about a girl, a grandma and a baby lamb. Heather's mom has to leave for work on Valentine's Day and Heather is very sad about that. Heather's grandma decides that baking valentine cookies would be a good idea. While the cookies were baking they went out to check grandmas favorite lamb Clover. When they got to the barn they noticed that Clover had her babies, but one little one was not moving and barely breathing. Grandma quickly scooped her up and took her inside. They gave her a warm bath, dried her with a hair dryer and fed her with a bottle. Heather fell in love with this little lamb and decided to call her Valentine.  At the end of the story, Valentine looked around the kitchen and said, "M-a-a". Did she think Heather was her mom?

Here is some more info on this story that might be helpful to you.

Reading level: 3.5-3.99
Theme: animals (pets), families (love)
Genre: holiday (Valentine's Day)

Suggested Vocabulary: pen (as in animal pen), clutched, just barely, cradled, bleating sound

Reading skills and strategies:
  • asking questions - {before} Why is the book called Valentine? Is the book about Valentine's Day? {during} Why does Heather's mom have to work? Why does Heather and her mom live with Heather's grandma?  How come the little lamb was not moving in the barn? {after} What was Valentine looking for at the very end?
  • author's point of view - 3rd person
  • author's purpose - entertain
  • beginning, middle, end - {beg}It was Valentine's Day and Heather's mom had to go to work. Heather was sad. Heather and her grandma made valentine cookies.  {mid} While the cookies were in the oven they went to go check on the sheep. Clover had her babies, and one would not get up. Heather and her grandma brought the baby to the house and put it in warm water. They dried her off with a towel and made her warm with a hair dryer. Grandma and Heather fed the baby with a bottle. {end} Heather and her grandma finished baking their cookies and Heather's mom came home. The baby sheep called for her M-a-a.
  • cause and effect - Why was Heather so sad? because Heather didn't want her mom to go to work. Why were grandma and Heather making cookies? because it was Valentine's Day. Why did the first batch of cookies get too brown? because Clover had her babies and one was hardly breathing. Why did grandma put the baby lamb in warm water? because she was trying to warm her up. Why did Heather get to hold the baby sheep? because grandma had to take the cookies out of the oven. Why did Heather make a heart shaped cookie for her mom? because she loved her. Why did Heather name the baby Valentine? because it was Valentine's Day.
  • characterization - describe Heather, describe grandma
  • compare & contrast - compare you and Heather. Compare your grandma to Heather's grandma.
  • connections - text-to-self - My mom has to work. My grandma takes car of me. I have fed an animal with a bottle. I have made valentine cookies. I live with my grandma. I have held a baby lamb.
  • predict - Will grandma and Heather be able to save the baby lamb?

  •  
    problem & solution - {problem} The baby lamb is not eating and barely breathing. {solution} Grandma put her in warm water then dried her with a hair dryer to warm her up. They fed the baby lamb with a bottle of milk.
  • sequencing - Heather's mom went to work. Heather and grandma started to make cookies. They put a batch of cookies into the oven. They went to go check on Clover. Clover had baby lambs. One baby was barely breathing. They brought her inside and gave her a bath. They dried her with a hair dryer. They fed her with a bottle. They finished making cookies. Mother came home. Valentine said M-a-a.
  • story elements - List title, author, genre, characters, setting, beginning, middle and end.
  • strong thought - Your kids might have a strong thought when they think the baby lamb might die. 
  • summarize  - {somebody}Heather {wanted} wanted her mom to stay home for Valentine's Day {but} but she couldn't {so} so Heather and her grandma made cookies for Valentine's Day. {Then} While the cookies were baking they went to check on Clover and found that she had her babies. One baby was barely breathing but they saved her.
I have created a true and false comprehension game to go with this book.

http://www.teacherspayteachers.com/Product/True-False-Comprehension-Freebie-inspired-by-Valentine-by-Carol-Carrick

 Happy reading!




1

A Searchable Book List

Through the recommendation and help of Laura Chandler I have created a searchable book list for all the books I have reviewed. I knew I was going to need something more than the label feature in the sidebar so when Laura suggested this, I jumped on it!

The spreadsheet lists title, author, theme, reading level, if I created a freebie to go with the book and the link to a complete packet created for the book. To make finding the blog post about that book easier I have linked the title, theme and freebie to the review page on my blog. This spreadsheet will give you the opportunity to search and sort depending on your need {are you looking just for titles, for author, theme or reading level}.

As I review books I will update this list so it will always be current. Right now I have mainly K-3rd grade level books but I have just gotten started! I will be diving into chapter books as well as picture books geared for older grades.

I do have a page {CLICK HERE TO GO TO IT} on my blog just waiting for book suggestions from you. If there is a book you would like to have reviewed and just don't want to do it yourself, leave me a comment and I will help you out!

Now getting on to the spreadsheet...


In the side bar you will find an image {that looks like the one below} of an excel spreadsheet with the title "Book List".
When you click on the image it will take you to a Google Docs page of the spreadsheet {it will look like the image below}.

From here you can download it as an Excel document {or whatever you want to download it as} I would recommend Excel if you want to sort it by author, theme, or reading level. To do this simply click the file button and select "Download as" and then select Excel. The picture below shows the File button.

The spreadsheet will then open up in an Excel spreadsheet. If you are unfamiliar with Excel I will help guide you through sorting the document.

1. Have the document open {make sure it is the Excel document and not the Google Docs document}.
2. Highlight everything in the document except for the title {just like the picture below...without the green part}.


3. Click on the Data button at the top and then select Sort.

4. The Sort window will open and then you can choose how you want to sort the document using the pull down arrow under Sort, your choices will be the document headings {title, author, theme, reading level, freebie, packet for sale}. Also make sure the Header button is selected.

5. Press OK and the spreadsheet should be sorted according to your criteria.

Just let me know if you have any questions or problems with this.

Happy searching!

13

A TpT Sale & Linky Party

This is your

L*U*C*K*Y  D*A*Y

Reagan at Tunstall's Teaching Tidbits is having a great linky party to help promote the big Leap Year Sale at TpT. If you are a TpT seller and are going to join the sale...join the linky party too. If you are a TpT buyer...visit the linky party and see all the awesome teachers that are participating in the sale!













Don't forget to use the code L2P9Y when you check out to get an additional discount!








Happy shopping!
0

You Have My Permission To Pin


You may pin any image from The Picture Book Teacher'sEdition, from my Teachers Notebook store {All Things Picture Books}, or from my TeachersPayTeachers {The Picture Book Teacher's Edition}. I also give my permission for you to follow my Pinterest boards and repin what you like to your own boards!

You are probably asking WHY? To understand this better click on over to Corkboard Connections where Laura Chandler so perfectly explains it.


4

If I could...I would...Linky Party!!

Recently I have been thinking about all the things I would love to do, but can't for various reasons. Some are crazy, some are impossible, and others are one day dreams. I thought it would be fun to make this a linky party to see what all of you would do if you could.


Here are a few of mine!





















I look forward to seeing what you would do if you could!






2

The Mitten Tree by Candice Christiansen - Teaching Ideas



This is a beautiful story about kindness and is a must have for any classroom. Sarah is a lonely woman whose kids have moved out. One day she is watching the children out her window and notices a little boy with no mittens. She sees him standing back from the others, a little sad, a little lonely. She wonders why he has no mittens and then decides she will make him a pair. She spends the night knitting him a blue pair of mittens and by morning she attaches them to the tree. The boy finds the mittens and immediately puts them on. He looks happy! He plays with the other children when they come to the bus stop. As Sarah watches the boy, she is happy, and she also notices a little girl wearing mittens that don't match. That night she makes a pair of red mittens for the girl and attaches them to the tree. The girls is excited about her new red mittens, and Sarah is happy. As the days go by Sarah knits mittens and the kids look for them on the tree, until one day there is a big basket of yarn on her porch. Where did it come from? The kids never saw her knit the mittens nor did they see her put them on the tree, so who could have given Sarah this beautiful gift?

Here is a bit more information you might find useful if you use it in your teaching.

Reading level: 2.5
Theme: kindness
Genre: realistic fiction

Suggested Vocabulary: shutters, sunk, lingered, shades of blue, hedge, knit, blue spruce tree

Reading skills and strategies:
  • asking questions - {before} Why is the book called the Mitten Tree? I wonder if her children visit her? I wonder why the children don't smile at Sarah? Why does the boy have no mittens? Why is the boy not playing with the other children? {during} How did the boy know those mittens were for him? I wonder if the boy did see Sarah? Why was Sarah knitting so many mittens? I wonder who gave Sarah the basket of yarn? {after} Do the children have an idea who is knitting the mittens? Does Sarah have an idea who is leaving her the yarn?
  • author's point of view - 3rd person point of view
  • author's purpose - entertain
  • beginning, middle, end - {beg} Sarah was an old lonely woman. She noticed a boy with no mittens waiting of the bus. Sarah knitted a pair of mittens for the little boy and left them on the spruce tree the next morning. The boy found the mittens and was very happy.{mid} Day after day Sarah made mittens for the children and would leave a par on the tree every morning. The children did not know who was leaving them the mittens. {end} The morning before winter vacation Sarah left mittens on the tree for all the children. They stood there and stared at all the mittens. After the kids got on the bus and Sarah walked home she saw a big basket of yarn on her porch. She still knits mittens for all the children and leaves them on the tree and when she runs out of yarn she finds a new basket of yarn on her porch.
  • cause and effect - Why was Sarah so lonely? because her children were grown and moved away. Why did Sarah leave the blue mittens on the tree? because she saw a boy with no mittens.  Why was the boy so happy? because now he could play in the snow and not freeze his hands. Why did the children look on the branches and boughs every morning? because they like the game. Why did the children just stare at all the mittens on the mitten tree? because they were amazed at all the mittens that were there for them. Why was there a basket of yarn on Sarah's front porch? because someone must have known she was the one leaving the mittens on the tree and they wanted to return the kindness.
  • characterization - describe Sarah, describe the boy in blue
  • classify & categorize - things that show kindness and things that don't. Activities you would wear gloves/mittens and activities that you wouldn't.
  • compare & contrast - compare Sarah to the boy in blue. compare the boy in blue to you. Compare Sarah to your grandmother.
  • connections - text-to-self connection - When someone has left you a surprise gift. Having a neighbor that you don't talk to. Making a gift for someone. Doing something special for someone. Having a grandmother or mother as giving as Sarah. Not having matching gloves.
  • drawing conclusions & inferencing - What kind of person is Sarah? What kind of boy is the boy in blue? Who is leaving Sarah the basket of yarn?
  • predict - Will the children figure out who is leaving the mittens? Will the children ever thank Sarah?
  • sequencing - Sarah is lonely. Sarah sees a boy with no mittens. Sarah knits a pair of mittens and leaves them on the tree for the boy. The boy finds the mittens. Sarah knits another pair of mittens for the girl in red. Sarah leaves a new pair of mittens on the tree every morning. The night before winter break she leaves mittens for all the children on the tree. After the children get on the bus for school she walks home and sees a basket on her porch. It is a basket of yarn.
  • story elements - title, author, genre, characters, setting, beginning, middle & end.
  • visualize - what the big blue spruce tree looked like with all the mittens hanging on it.
I have created a packet to go along with this book which includes worksheets for each of the above mentioned skill and strategy. It also includes 3 math and 3 language arts  activities to use with this book {all of which are based on the Common Core Standards}.

Reading skill & strategy worksheet from the packet.
Math and Language Arts activities from the packet.


http://www.teacherspayteachers.com/Product/Lots-of-Activities-inspired-by-The-Mitten-Tree-by-Candace-Christiansen



Happy teaching!

11

Free Books!!



Here is the information straight from their site!

Starting this Valentine's Day, you and the children in your life will have the chance to read and give to your public elementary school! We Give Books' Read for My School campaign is your chance to support your school, or another school you care about, as together we highlight the importance of public education and support learning in our communities.
Altogether, We Give Books is making 150,000 books available to U.S. schools, so get ready to read! Read for My School will last until we've given all these books to public schools nationwide.
Earning free books for your school is fun and easy!
  1. Enter your school name on the campaign sign-up form so that we can track the number of books that your school earns. If you're already a member of We Give Books, please visit the Read for My School campaign page and click the orange "Support This Campaign" button to enter your school.
  2. Choose a great children's book and read! Click "Give a Book" at the end of the story to be counted toward your school's reading total.
  3. Share this campaign: Encourage friends and family members to participate and earn even more books for your school! Each school must have 50 or more books read on its behalf during Read for My School to be eligible to earn up to 500 free books donated by We Give Books!
Good luck!!

2

A Very Special Snowflake by Don Hoffman - Teaching Ideas


Jeff and Veronica take their little dog Snowflake outside to play on a very snowy day. Snowflake is so excited that he jumps into a snowbank. The kids look around and can't find Snowflake anywhere. They are very worried so they start to wonder around their community asking everyone if they have seen Snowflake. Their neighbors think they are talking about all the snow that is falling, not a lost little dog. Will Jeff and Veronica ever find Snowflake? Have fun reading this fun little story and discovering if Snowflake is gone for good, or hiding right under their noses.

In this book Jeff and Veronica ask a florist, baker, police officer, and a mail carrier if they have seen Snowflake. This book would fit nicely into a social studies unit on communities and community workers.

Here is some extra information about this book that you might find useful if you plan to use it for a read aloud/lesson.

Reading level: 2.0
Theme: cooperation/teamwork, family, winter
Genre: fiction {winter/weather}

Suggested Vocabulary: winter wonderland, whirled, glanced, spotted, trudging

Reading skills and strategies:
  • asking questions - {before} Is the dog's name Snowflake? {during} How come Jeff and Veronica can't see Snowflake hiding in the snow? How come nobody can see Snowflake? {after} How come the neighbors didn't know Jeff and Veronica were talking about their dog, not the snow falling.
  • author's point of view - 3rd person point of view
  • author's purpose - entertainment
  • beginning, middle, end - {beg} It starts to snow and Jeff and Veronica want to take Snowflake outside to play. {mid} Snowflake dives into a snowbank and the kids can't find her. They ask all their neighbors and nobody has seen her. {end} Jeff and Veronica are so sad that they may never see Snowflake again they lay down in the snow and wonder what to do. All of a sudden they see Snowflake in the snowbank.
  • cause and effect - Why did the kids want to go outside to play? because it was snowing. How come Jeff and Veronica could not find Snowflake? because he was hiding in the snowbank and he was white like the snow. How come Jeff and Veronica's neighbors couldn't help them find Snowflake? because they were too busy trying not to let the snow ruin their work. Why did the kids flop down into the snowbank? because they were worried they would never see Snowflake again.
  • characterization - describe Jeff, describe Veronica, describe Snowflake
  • classify & categorize - clothes you wear in winter and clothes you wear in summer. If you are working on social studies you could classify & categorize the neighbors into jobs that offer goods and jobs that offer services {in the book they ask a: florist, baker, police officer, mail carrier}.
  • compare & contrast - Jeff and Veronica. You with either Jeff or Veronica. Your dog with Snowflake. Your neighborhood with Jeff and Veronica's neighborhood.
  • connections - text-to-self connections - snowstorms, bundling in  lots of clothes, losing a dog, shoveling snow, having friendly neighbors, having a family member that is a florist, baker, police officer or mail carrier.
  • drawing conclusions & inferencing - Why did the kids not see Snowflake? How come none of the neighbors new that the kids were asking about a dog, not the actual snow?
  • main idea & details - {MI} Snowflake gets lost. {details} the kids look everywhere and can't find him. They ask a neighbor, a florist, a baker, a police officer and a mail carrier and no one has seen her.
  • predict - Will Jeff and Veronica ever find Snowflake? Will their neighbors find Snowflake?
  • problem & solution - {problem} Snowflake is missing. {solution} the kids look and look and finally find Snowflake hiding in the snowbank.
  • sequencing - The kids get dressed to go outside to play. Snowflake dives into a snowbank. The kids cannot find Snowflake. They ask their neighbor. They ask a florist. They ask a baker. They ask a police officer. They ask the mail carrier. They lay down in the snowbank trying to figure out what to do. They find Snowflake in the snowbank.
  • story elements - title, author, genre, characters, setting, beginning, middle and end.
  • strong thought - your students will probably be seeing Snowflake throughout the story and keep pointing and telling Jeff and Veronica that Snowflake is "right there".
  • summarize - {somebody} Jeff and Veronica {wanted} wanted to take Snowflake outside to play {but} but Snowflake dove into a snowbank and the kids couldn't find him {so} so they started asking all their neighbors if they had seen Snowflake. {then} They went home to figure out what to do and {at the end} then they found Snowflake hiding in the snowbank.
  • visualize - what Snowflake looks like hiding in a snowbank.
I hope you can use it!I have created a problem/solution freebie to go along with this book.


http://www.teacherspayteachers.com/Product/ProblemSolution-Activity-inspired-by-A-Very-Special-Snowflake-by-Don-Hoffman
IT'S FREE!!


Happy teaching!

9

You Know You Are a Teacher When...

Jeannie at Kindergarten Lifestyle is hosting a link party and I just had to join...click {HERE} to see my post!


Kindergarten Lifestyle

0

Will You Be My Valentine? by Steven Kroll - Teaching Ideas



This book has been a favorite of mine for many years. My daughter always thought she looked like Gretchen and just recently when I pulled it out she grabbed it, hugged it and said, "I remember this book, I love this book!" She stopped doing her homework to reread the story. How powerful is that? A picture book bringing back such memories and making you want to stop what you are doing to read and reminisce...how wonderful! I hope you are creating those lasting memories with your kids!

This is a great book for Valentine's Day {not just because of the name} but because it focuses in on feelings. Here, Thomas R*E*A*L*L*Y likes Gretchen, but Gretchen won't ever play with him at school. The week before Valentine's Day all the kids pull names out of a hat so they can make a special valentine for that person. Thomas is SOOOO excited that he pulled Gretchen's name he goes home after school and immediately starts to make her valentine. As the week goes on and he tries to get her to play with him, he finally decides that she doesn't like him! When he gets home from school he throws her valentine in the trash!! Finally, mom decides to step in, she invites Gretchen over for a play date. Oh boy, what fun they had. How does Gretchen feel about Thomas now? Will Thomas make Gretchen a special valentine? I hope you are so intrigued that you get this book and read it with your kids, they will love it, I promise!

Here is a bit more information about the book that might be helpful if you decide to extend your reading.

Reading level: 2.5
Theme: friendship, relationships, holiday
Genre: holiday

Suggested Vocabulary: announcement, smooshed, bangs, wastebasket, scrunched, plopped, exchange, stalked

Reading skills and strategies:
  • asking questions - {before} Why did the author write this story? Why was Gretchen Thomas' favorite girl? Did Gretchen like Thomas as much as he liked her? {during} Why won't Gretchen play with Thomas? How come Gretchen doesn't like to play with boys? Why does Thomas's mom want to invite Gretchen over to play? Why is Thomas so mad at the Valentine party? Why is Gretchen ignoring Thomas at the Valentine party? {after} Does Gretchen like to play with boys now? Will Gretchen play with Thomas at school? {worksheet included in packet}
  • author's point of view - 3rd person, the narrator is telling the story
  • author's purpose - entertain
  • beginning, middle, end - {beg} It is almost Valentine's Day and there is going to be a party in Thomas's classroom. He picks Gretchen's name of the hat. He goes home and starts to make her a special Valentine's Day card. {mid} Gretchen is mean to Thomas at school and wont play with him. Thomas throws her valentine away. Thomas's mom invites Gretchen over to play and they have a great time. {end} Thomas finishes Gretchen's valentine and tries to give it to her at the valentine party. Harrison gives Gretchen a valentine and Thomas gets upset. Gretchen finally goes to Thomas and gives him a special valentine and he gives her the special valentine that he made. {worksheet included in packet}
  • cause and effect - Why was Thomas so happy to have pulled Gretchen's name from the hat? because he really liked her. Why didn't Gretchen like Thomas? because she didn't like to do any of the things he liked to do like build towers, finger paint and play in the sandbox. Why was Thomas so upset? because Gretchen told him that she doesn't like to play with boys. Why did Thomas throw away Gretchen's valentine? because he thought she didn't like him.  Why did Gretchen and Thomas have a good fun at Thomas's house? because they did things together that they both wanted to do. Why did Thomas take the valentine out of the trash can? because he had a good time with Gretchen and he thought she finally liked him. Why was Thomas so upset at the Valentine's Day party? because he was supposed to give Gretchen a valentine, not Harrison. Why did Thomas not want to eat his cookies and punch? because he was so upset about Harrison giving Gretchen a valentine. Why was Gretchen's valentine to Thomas a secret valentine? because they were only supposed to give a valentine to the person whose name they drew from hat and she didn't draw Thomas's name.
  • characterization - describe Thomas, describe Gretchen {worksheet included in packet}
  • compare & contrast - compare and contrast Thomas and Gretchen. compare and contrast you with either Gretchen or Thomas. {worksheet included in packet}
  • connections - {text-to-self connections} - your student will probably have many connections to Thomas and Gretchen and Valentine's Day. {text-to-text connection} this is a perfect book to connect with Froggy's First Kiss. They both like a girl, the both think that girls is the best in the class, they both play on the playground, they both want to be the girls valentine, both stories take place in school. {worksheet included in packet}
  • predict - Why do you think Thomas was "so happy he couldn't speak"? Why do you think Gretchen didn't like to build block towers, or finger paint, or play in the sandbox? {worksheet included in packet}
  • problem & solution - the problem is that Thomas likes Gretchen but she doesn't seem to like him. They have a great play date and then Harrison give Gretchen a valentine. Thomas gets upset, but Gretchen finally comes over to give Thomas a special valentine.
  • sequencing - put the most important events in order. Thomas picks Gretchen. Gretchen is mean to Thomas. Thomas throws valentine away. Gretchen and Thomas have a play date. They have fun playing together. Thomas finishes valentine. Gretchen gets a valentine from Harrison. Thomas is upset. Gretchen give Thomas a special valentine. Thomas and Gretchen are each others valentine.
  • story elements - setting, characters, beginning, middle, end, plot, genre.
  • summarize - {someone} Thomas {wanted} to be Gretchen's valentine {but} she was mean to him {so} he threw the valentine away {but}they had a fun play date {then} he finished his valentine to give to her and when he tried to give it to her  Harrison already gave her a valentine {finally} Gretchen came over and gave Thomas a special valentine.

I have created a packet of reading skills and strategies worksheets as well as some Language Arts and Math games, activities and fun stuff to put in centers. These are simply review and practice for you kids!
Reading worksheets.

Language Arts activities, fun stuff & games.

Math activities, fun stuff & games.
http://www.teacherspayteachers.com/Product/Valentines-Day-Activities-inspired-by-Will-You-Be-My-Valentine-by-Steven-Kroll


Happy Valentine's Day!

4

Arthur's Valentine by Marc Brown - Teaching Ideas


When my kids were little they L*O*V*E*D Arthur, especially the PBS series. We even went to an Arthur day at the local book store to meet Arthur! My youngest one was terrified and hid behind me the whole time but Kelsey couldn't wait to go give him a hug! What great memories. This book is a great little story about having a secret admirer. Unfortunately for Arthur he is laughed at and teased because of this admirer. He is so upset he doesn't even want to go to school on Valentine's Day! Will Arthur ever find out who has been sending him special little messages. I hope you and your kids enjoy reading and talking about Arthur and his Valentine's Day.

Here is a bit more information you might find useful to go with this book.

Reading level: 3.0
Theme: holiday, friendships
Genre: holiday

Suggested Vocabulary: secret admirer, mushy valentine, smudge

Reading skills and strategies:
  • author's point of view - third person point of view
  • author's purpose - to entertain
  • beginning, middle, end - {beg}Arthur gets a valentine from a secret admirer and it is not even Valentine's Day yet. He wonders who it might be. {mid} Arthur makes a valentine for the girl he hopes is sending him the valentines. His friends find the valentines notes and they make fun of him. Arthur feels terrible. {end} Arthur gets one last note which takes him to the movie theater. When he gets there he sees Francine. He tells Francine he wants to give her a kiss but she has to close her eyes. She closes her eyes and when she opens them there are kisses on the seat for her.
  • cause and effect - What causes Arthur to make Sue Ellen a card? she is smiling at him at lunch so he thinks she is giving him the valentines. Why do Arthur's friends start to tease him? they found the valentines that his secret admirer had given him. Why does Arthur not want to go to school on Valentine's Day? he is embarrassed and doesn't want to be teased anymore. Why did Arthur want to be alone? everyone kept teasing him. Why did Arthur not want to be late to the movies? he wanted to give Francine a kiss.
  • characterization - describe Arthur
  • compare & contrast - compare yourself with Arthur
  • connections - text-to-self connections - what connections do you have to Arthur? Some connections might be getting or giving a secret valentine. Being teased by your friends. The feeling of wanting to be alone. Text-to-text connections - compare this book to Froggy's First Kiss by Jonathan London, Will You Be My Valentine by Steven Kroll.
  • drawing conclusions & inference- Why would Francine tease Arthur about the valentines he had when she was the one sending them to him?
  • predict - Who do you think is sending Arthur the valentine notes? What do you think the treat will be in his lunchbox? What do you think his friends will do if they see all those notes? Do you think Arthur will go to the movies? What do you think Arthur will do to Francine at the movie theater?
  • problem & solution - {problem} Arthur keeps getting this valentine notes and he doesn't know who it is and he keeps getting teased about them. {solution} He finally figures it out and goes to the movies to give Francine a kiss...candy kisses that is.
  • story elements - characters, setting, beginning, middle & end, genre.                       
  • strong thought - students might have a strong thought when Arthur's friends start to tease him.
  • summarize - {someone}Arthur {wanted} had a secret admirer {but} and he couldn't figure out who it was. {then} The kids found his notes and started teasing him {so} he got upset and didn't want to go to school. {at the end} He got one last valentine that said to meet at the movies. He figured out it was Francine and went to give her a kiss...candy kisses.
  • visualize - students can visualize what Arthur looked like when he was feeling sad and embarrassed.

As an added bonus I have created 2 activities for you and your kids. I hope they are something you find useful {just an FYI I drew the Arthur...I think he turned out pretty cute. Usually I have my daughter draw for me but she is too busy right now, go figure a senior and she is too busy?!?}

A true or false comprehension game

 
A compare & contrast worksheet {comparing yourself and Arthur}

http://www.teacherspayteachers.com/Product/Activites-inspired-by-Arthurs-Valentine-by-Marc-Brown
IT'S FREE!!


Happy reading!!

3