The Grumpy Morning by Pamela Duncan Edwards - Teaching Ideas



This is a super cute book that is written in rhyme. Your students will be able to help out while reading the story when you let them fill in the word for how the animals talk (horse - neigh, goat - bleat, pig - squeal, etc). The animals on the farm are grumpy because they have not been fed their morning meal. They walk around the farm looking for the farmer, only to find her sound asleep in her bed! She wakes up to a room full of farm animals and greets them with a smile asking the question "...isn't it a HAPPY morning?" The animals are soon happy as she feeds and milks and cuddles them.

Reading level: 1.9
Theme: animal stories
Genre: fiction

Suggested Vocabulary: bleat, slop, pellets, doze

Reading skills and strategies:
  • asking questions - {possible questions at before} Why are the animals so grumpy? {possible questions during} Where is the farmer? Where are all the animals going? {possible questions after} Were the animals happy after they got fed and milked?
  • author's point of view - 3rd person
  • author's purpose - entertain {evidence} the animals were talking and they all went into the house these things are silly therefore it is an entertaining story.
  • beginning, middle, end - {most important event from beginning} The animals were hungry. {most important event from middle} The animals woke the farmer up. {most important event from end} The farmer woke up and fed and milked all the animals.
  • cause and effect - Why were the animals so hungry? because the farmer did not feed them. Why did the farmer not feed the animals? because she overslept. Why did the animals go inside the house? because they were looking for the farmer. Why were the animals finally happy? because the farmer finally feed the animals.
  • characterization - describe the farmer {looks like, feelings, thoughts, character}
  • classify & categorize - animals you find on a farm and animals you find in a zoo.
  • plot - the turning point or climax in the story is when the animals find the farmer in bed.
  • predict - Will the animals get fed? Will the animals find the farmer? Where is the farmer?  Why did the farmer over sleep?
  • problem & solution - {problem} The animals are hungry. {solution} The animals went looking for the farmer and found her in bed.
  • sequencing - The cow needed to be milked. The dog wanted his breakfast. The goat wanted her oats. The pig needs his meal. The rabbit wanted some pellets. The horse was hungry for hay. The duck needed a snack. The cat needed a cuddle. The hen's grain was late. The animals walked into the farmers house. A moth landed on the farmers nose. The farmer woke up and said good morning to the animals. The farmer fed the animals. She milked the cow and loved them all.
  • story elements - list title, author, character's, setting, beginning, middle, end, or problem & solution.
  • summarize - {someone} The animals {wanted} wanted to be fed {but} but the farmer was missing {so} so they went into her house {then}then woke her up.  {finally} She finally fed, milked and loved them.
Here is a FREEBIE prediction activity you can download to use with this book. Just click on the picture to get it.



I have also created a fun rhyming game to go with the book.



http://www.teacherspayteachers.com/Product/Match-the-Rhyme-Activity-inspired-byThe-Grumpy-Morning-by-Pamela-Duncan-Edwards


Happy reading!

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Arthur Goes To Camp by Marc Brown - Teaching Ideas


If you have any reluctant campers in your midst, this is a fun book to read to them. Arthur is a very reluctant camper, he hates everything about camp. All his letters home are about how homesick he is. There are jokes played on him and his fellow camp mates and Arthur decides it is time to run away from camp. Arthur's other camp mates, Buster and The Brain, figure out who is playing the jokes on them so they make a plan to get back at the other camp. The day Arthur runs away is the day of the big scavenger hunt and the day Buster and The Brain put their plan into action. Their plan was a success the other camp gets scared and can't finish the scavenger hunt. Arthur gets lost as he runs away and wonders right into the middle of the scavenger hunt. Arthur takes out his flashlight to see where he is which is all that his camp mates need to win the scavenger hunt. All his camp mates cheer him and Arthur is happy, he now LOVES camp.

Reading level: 2.7
Theme: new life experiences
Genre: humorous fiction      

Suggested Vocabulary: fond, scavenger hunt, eager, flabby, phase one, nudged

Reading skills and strategies:
  • asking questions - {possible questions before}Where did Arthur go to camp? Is Arthur going to have fun? Why is Arthur in the woods {possible questions during} Why does Arthur not like camp? What is the name of Arthur's camp? How come the girls' counselor is nicer than the boys' counselor? Are they really not going to get any dessert all camp? Why does Muffy need electricity to brush her teeth? Why did Arthur scream when the frogs jumped around his room? Why are the girls winning at everything? Who really took the boys clothes? Why were all the campers too scared to tell ghost stories? Why was Arthur running away from camp? What was The Brain's plan? What was The Brain wearing to look like a bear? Is Arthur going to get lost?  {possible questions after} Was Arthur lost? Were the other campers still in the trees? Why does Arthur like camp now? Will Arthur have fun at camp the next time he goes?
  • author's point of view - 3rd person
  • author's purpose - entertain{evidence}animals can't talk, The Brain wore a mink coat to pretend like he was a bear, the picture of all the frogs in the boys cabin jumping around - all these things are silly and make the book entertaining.
  • beginning, middle, end - {most important event from beginning} Arthur gets to camp and his counselor is mean. {most important event from middle} Buster and Brain figure out who is scaring them. {most important event from end} Arthur helps the campers win the scavenger hunt.
  • cause and effect - Why does Arthur and his friends think the Camp Horsewater kids will win the scavenger hunt? because the look like they are in shape. Why does the boys' counselor say they get no desert? because he thinks they look out of shape. Why does Buster and The Brain stake out the woods? because they want to see what is making all the scary noises. Why do the Camp Meadowcroak kids win the scavenger hunt? because Arthur has the flashlight they need to win. Why do the Camp Horsewater kids get scared? because Buster and his friends scare them by dressing up as a bear. Why does Arthur run away from camp? because he hates camp. Why does Arthur decide he likes camp? because he helped his friends win the scavenger hunt and they cheered for him.
  • characterization - describe Arthur {looks like, feelings, thoughts, character}
  • compare & contrast - Horsewater campers to Meadowcroak campers 
  •  connections - {possible text-to-self connections} Going to camp. Hating camp. Playing games at camp. Being scared at camp. {possible text-to-text connections} The following books are about going to camp: The Berenstain Bears Go to Camp by Stan Berenstain and Jan Berenstain, Curious George Goes Camping (Curious George 8x8) by Margret Rey and H. A. Rey, P. J. Funnybunny Camps Out (Step into Reading) by Marilyn Sadler and Roger Bollen
  • main idea & details - {main idea} Arthur doesn't like camp. {details} Arthur writes letters to his family telling them how much he hates camp. Arthur screams when they find frogs in their cabin. Arthur decides to run away.
  • plot - the turning point, or climax in the story is when The Brain and Buster figure out who is scaring them.
  • predict - Do you think Arthur is going to have a good time at camp? Who do you think is scaring the campers? Is Arthur going to get lost? Who do you think is going to win the scavenger hunt?
  • problem & solution - {problem} Arthur doesn't like camp. {solution} He helps his friends win the scavenger hunt so Arthur now Arthur loves camp.
  • sequencing - Arthur tells his parents he does not want to go to camp. Arthur meets at the bus for camp. They drive past Camp Horsewater and see all the campers in great shape. Arthur and the others get to Camp Meadowcroak. The girls' counselor is nice and the boys' counselor is mean. The boys find frogs in their cabin. The girls beat the boys in all the activities. A smoke bomb got thrown into the girls tent. Someone took all the boys clothes. The girls and boys heard strange noises in the woods and were too scared to tell ghost stories. Buster and The Brain found out that is was the Camp Horsewater kids scaring them. They made a plan for the scavenger hunt. Arthur runs away from camp. They scare the Camp Horsewater kids by pretending to be a bear. They find almost all the scavenger stuff except a flashlight. Arthur gets lost in the woods as he is running away so he turns on his flashlight. All the kids cheer for Arthur because he has the flashlight that helps them win the scavenger hunt. Arthur now loves camp.
  • story elements - list title, author, character's, setting, beginning, middle, end, or problem & solution.
  • summarize - {someone}Arthur didn't {wanted} want to go to camp {but} but his parents made him {so} so he decided to run away. {then} Then he got lost in the woods and when he {finally} finally turned on his flashlight to help him he had the last item on the list that helped his camp win the scavenger hunt.
Here is a FREEBIE for you to use with this book. Click the picture to get the beginning, middle, end activity.

I have created a True False Comprehension game for this book also. There are 36 questions, one spinner, one game board, one direction sheet and one title page, everything you need to create a comprehension file folder game. There are 24 questions dealing with the comprehension of the story and 12 questions that deal with story elements (setting, character, problem, solutions, comparison, character description, genre, etc.).



https://www.teacherspayteachers.com/Product/True-False-Comprehension-Game-inspired-by-Arthur-Goes-To-Camp-by-Marc-Brown-265868




Happy reading!!

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Emotionally Content...again!

This is a post that has nothing to do with books and more to do with a little bit of therapy for me. The past 2 weeks were SOOOO busy and emotionally draining for me. I had one daughter graduating high school and the other getting ready for her dance recital.

Kelsey, my high school graduate was busy with senior activities, graduation practice and preparing to go to France. Madison, my high school sophomore was preparing for finals and her dance recital.

Emotionally I was good, a little stressed at all the work I had to get done for the graduation party on Saturday...nothing I couldn't handle...until I get a call from my sophomore daughter from school crying that she just got beat up. I dropped everything and rushed to her school, where I was told by the assistant principal that he would take care of it tomorrow...TOMORROW, UNACCEPTABLE, tomorrow was the last day of school. I looked at my daughter with ice on her eye and a bruise forming above and below her eye, and tears welled in my eyes. I had to do something to protect my baby.

Emotionally I calmed down, got the assistant principal to take me seriously and finally got the sheriff involved. I watched my baby visibly shake with fear as the girl and her mother walked into the office, emotionally I was steady, I assured my baby that I would take care of everything. I sat there having to decide if I wanted this bully to be arrested, right then and there. I decided to have a school restraining order put against her and told the sheriff, the bully, and the bully's mom that if ANYTHING happens again, verbally or physically, I WILL HAVE HER ARRESTED!

Emotionally, I was strong, my baby was happy and once again felt safe.

The next day, graduation, emotionally I was good. Watching Kelsey sitting in the front row, with more medals and medallions than any other student. Graduating with high honors, something I could never have done. Her good friend finally got up to give the last speech. He talked about the person he has become because of all his friends, and how the school and these friends helped shape and form and mold the person he is today. I looked at my daughter up on stage, this beautiful, smart, talented girl and tears welled in my eyes and I just thought how amazing she is. Emotionally, a bit unsteady...

I got back on track emotionally...until I got home from graduation and my little puppy was SICK...white tongue, panting, dry nose...you name it. I scooped her up (with a house full of people) and drove her to the vet. Thankfully she was fine once I got her home! 

Emotions steady and on track...check!

24 hours later I was sitting in a crowded auditorium watching Madison (with her black eye) dance on stage in front of these people, steady as a rock. Emotional tears welled in my eyes as she gracefully moved in rhythm to the music. This girl who for all her childhood never wanted a picture taken, would never draw attention to herself and always got embarrassed, was ON STAGE...smiling, happy and amazing! Emotionally, a bit unsteady...

Graduation party, emotionally happy!

By Sunday night I was EMOTIONALLY drained! I went to be at 7pm and woke up at 7:30am. A night of sleep I so needed!

Today I am emotionally rejuvenated! I am ready to head into summer and have the best summer ever, with the two most amazing kids I have ever met.

Thank you for taking the time to read this, it was the therapy I needed!

Emotionally content!

10

A Boy Wants A Dinosaur by Hiawyn Oram - Teaching Ideas




As I was working on this story my daughter came up and grabbed the book and said "I love this story!" I responded with an excited "Oh yeah, now you can play the game with me to make sure it is good." She just looked at me and said, "I have never read the book, I always read the pictures." I told her she now had to read it so she could play with me. After reading the story she just looked at me and said "that is kind of a weird story." She definitely liked the pictures and the story she created with it more than the story that was written. I would have to agree with Madison's comment, a little weird, maybe a bit disjointed and in a few spots you stumble your way through the writing. Nevertheless, it is a great story about taking care of a dinosaur and how parents and teachers might feel about having a dinosaur as a pet. I wouldn't discount this book because of my above comments, it is filled with great teaching potential, as I have listed below. If you have this book but don't ever use it, now is the time to pull it out, dust it off, and read it aloud. I have created a true false comprehension game to go with it so your students can have fun with the story.

A THOUGHT - Instead of reading this story to your students, do a picture walk and have them write their own story for the pictures as you turn the pages. It might be kind of fun to see what their imagination tells them. Madison's story was much different than that of the author's, and she had a little difficulty with a couple of the comprehension questions I asked in the game, because she had to think about the written story and not her story. A couple of times she picked up the book to check on an answer, and once she even said "the picture shows a different feeling than the words", which she is absolutely correct.

Any way you decide to use this book, it has great teaching opportunities!

Reading level: 2.6                             
Theme: imagination  
Genre: humorous fiction

Suggested Vocabulary: Hadrosaurus, Pterosaurs, Fabrosaurus, Diplodocus, Massospondylus, monstrous, prehistoric, wailed, gamboled, lolloped, lumbered, strode

Reading skills and strategies:
  • asking questions - {possible questions at before} Why does the boy want a dinosaur? I wonder what he wants to name the dinosaur? {possible questions during} Is there really such thing as a store to buy dinosaurs? Why did his grandfather let him have a dinosaur? {possible questions after} Was the boy dreaming? Did the dream scare him? Why did the boy chose a rabbit instead of a dinosaur?
  • author's point of view - 3rd person
  • author's purpose - entertain{evidence}- you can't really have a dinosaur for a pet. There is no such thing as "Instant Marsh Powder".
  • beginning, middle, end - {most important event from beginning} The boy's grandfather took him to get a dinosaur {most important event from middle} The dinosaur started to not feel good. {most important event from end}The boy and the grandfather took the dinosaur for a walk and the dinosaur found a friend.
  • cause and effect - Why did the boy want a dinosaur? because all his friends had pets so he wanted one too. Why was the boy's mother not happy? because the dinosaur was messing up the house. Why was the boy's father not happy? because he thought a marsh in the house was unhealthy. Why did the boy and his grandfather take the dinosaur for a walk in the country? because she was feeling sick. Why did they leave the dinosaur in the country? because the dinosaur found a friend. Why did the boy chose a rabbit instead of a dinosaur? because it would be easier to take care of.
  • characterization - describe the boy, describe the grandfather, describe the dinosaur, Fred {looks like, feelings, thoughts, character}
  • classify & categorize - stuff needed to take care of a dinosaur and stuff needed to take care of a dog.
  • compare & contrast - a dinosaur to a dog.
  • connections - {possible text-to-self connections} wanting a pet so badly it made you cry. Having a pet destroy your house. {possible text-to-text connections} the following books are about pet dinosaurs: Dinosaur Pet by Neil Sedaka, How Do Dinosaurs Love Their Cats? by Jane Yolen and Mark Teague, My Pet Dinosaur Won't Brush His Teeth  by Sharlene Alexander and Dinosaur Bob and His Adventures with the Family Lazardo by William Joyce.
  • plot - the turning point in the story is when Fred started to get sick.
  • predict - What do you think Alex's mom and dad will think of Alex having a dinosaur for a pet? What will make Fred feel better?
  • problem & solution - {problem}It was a problem having a dinosaur for a pet. {solution} Alex took Fred the park. She found a friend and started to feel better. Fred stayed at the park and Alex decided he wanted a rabbit instead of a dinosaur for a pet.
  • sequencing - Alex wanted a dinosaur. Alex's grandfather took him to get a dinosaur. He picked out a dinosaur and named him Fred. Fred ate a bunch of stuff. Alex gave Fred a bath using Instant Marsh Powder which turned the bathroom into a marsh. Fred could not fall asleep so she chewed everything in the house. Fred attacked a truck. Alex took Fred to school and the kids were excited but the teacher was not. Fred started to feel sick. They took Fred to the vet. The vet said to take her to the park for a long walk. Fred stayed at the park. Alex woke up and decided he wanted a rabbit.
  • story elements - list title, author, character's, setting, beginning, middle, end, or problem & solution.
  • summarize - {someone}Alex {wanted} wanted a dinosaur {so} so his grandfather got him one. {then}Then his mother and father were not happy with the mess in the house and the dinosaur started to get sick. {finally} Finally the vet told Alex he needed to take the dinosaur for a walk and he finally felt better.
I put the game in a file folder along with the book to keep it all together, but you can just laminate all the pieces and put in a big envelope {I have done that too}. If you download this game please leave me a comment, I am curious how many of you have this book and what your thoughts are about it. THANKS!!

Click on the cover page to download the game.






Happy reading!

4

Two Linky's and a Currently!

Jeannie at Kindergarten Lifestyle is having a fun little linky party called "You Know it's Summer Vacation When..."

Kindergarten Lifestyle


Farley at Oh' Boy 4th Grade and having a June Currently




Sharing Kindergarten is having a fun linky called "My Favorite Things"


Sharing Kindergarten
Here are just a few of my favorite things.


Calla Lillies from my garden!

My 2 beautiful daughters!


This picture of my younger daughter after a long day of learning how to ride a motorcycle..she was 5.


And our new puppy Scout!

I could go on and on but these top my list!!






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