The Pumpkin Patch by Margaret McNamara - Teaching Ideas


Katie's class is going to the pumpkin patch and she is SOOO excited. She has visions in her head of the most perfect pumpkin that she is going to find. At the pumpkin patch Katie looks and looks until it is time to go and then she spots it, the most perfect pumpkin. Katie is so excited about her pumpkin, that is, until the other kids in the class start to comment on how small it is. These comments make Katie start to think that maybe her pumpkin isn't so perfect after all. By the time Katie gets home she is so upset that her pumpkin is not perfect. Katie's dad helps her to see how wrong she is, he shows her just how perfect her pumpkin is and the next day Katie shows her class just how perfect her pumpkin is, and they all agree! 

This is a great book for your independent reader to read and how great would it be for you to have something for them to work on before, during or after their reading. Use the information below to help you create something for your kids.


Reading level: 1.4
Theme: school, holiday
Genre: fiction

Suggested Vocabulary: pumpkin patch

Reading skills and strategies:
  • asking questions - {possible questions before}I wonder who is going to the pumpkin patch. {possible questions during} I wonder if Katie will find that perfect pumpkin? {possible questions after}I wonder why Katie made a pie out of the pumpkin instead of carve it? **Remember to have your students answer/reflect their questions.
  • author's point of view - third person. Find three pieces of text evidence to prove this.
  • author's purpose - entertain{evidence} The drawings are cute. The kids were holding the pumpkins silly ways, like on their heads. Katie's picture shows her with wheat in her hair. All these things are pretty silly.
  • beginning, middle, end - {most important event from beginning} The class was taking a field trip to the pumpkin patch. {most important event from middle} Katie brought home a small pumpkin. {most important event from end} Katie and her dad turned her pumpkin onto a pie.
  • cause and effect - Why were the kids putting on their coats? because they were going to the pumpkin patch. Why did Katie think her pumpkin was not perfect? because it was very small. Why did Katie's dad think her pumpkin was good? because it was perfect for making a pie. Why did the kids at school think Katie's pumpkin was perfect? because she brought in the pie.
  • characterization - describe Katie {looks like, feelings, thoughts, character}
  • classify & categorize - pumpkins into categories - tall, fat, big, small
  • compare & contrast - Ayanna's pumpkin to Katie's pumpkin.
  • connections - {possible text-to-self connections} Going on a field trip. Going to a pumpkin patch. Picking your own pumpkin. Making a pumpkin pie. Having someone say something about you or something you have that makes you start to feel bad.
  • drawing conclusions & inferencing - Why do you think Katie felt so bad that her pumpkin was small. {text clues}Katie thought her pumpkin was perfect, then the kids in her class all looked at her pumpkin and commented on how small it was. {what I know} When someone says something about something of mine it might make me feel a little bad. {my conclusion} I think Katie felt bad because the other kids said how small her pumpkin was and they didn't think it was perfect.
  • fact & opinion - {facts} Most pumpkins are orange. Pumpkins are in the squash family. Pumpkins have seeds. Pumpkins grow from vines. Pumpkin vines have big leaves. {opinions} I love pumpkin pie. Pumpkins are easy to grow. Pumpkin seeds are delicious. Pumpkins are always big. Pumpkins are hard to carve.
  • main idea & details - {main idea} Katie wants to find a perfect pumpkin. {details} She looked under vines. She looked in the straw. She looked in the mud. She and her dad turned her pumpkin into a pie.
  • plot - the turning point or climax in the story is when the kids on the bus comment on how small Katie's pumpkin is.
  • predict - What do you think the story is going to be about? Do you think Katie will find the perfect pumpkin? What kind of pumpkin do you think Katie will find? What do you think Katie will do with the pumpkin when she gets it home?
  • problem & solution - {problem} Katie doesn't think her pumpkin is perfect anymore. {solution} Her dad helps her make a pumpkin pie with her pumpkin and now it is perfect.
  • sequencing - The kids get their coats. Katie dreams of her perfect pumpkin. The kids get to the pumpkin patch. Katie looks under vines. Katie looks in the straw. Katie looks in the mud. Katie finds the perfect pumpkin. The kids get back on the bus. The kids tell Katie that her pumpkin is small. Katie feels bad because her pumpkin is small and not perfect. Katie shows her dad the pumpkin. Katie and her dad make a pumpkin pie. Katie brings the pie to school and the kids think her pumpkin was perfect.
  • story elements - list title, author, character's, setting, beginning, middle, end, or problem & solution.
  • summarize - {someone}Katie {wanted} wanted the perfect pumpkin {but} but the other kids thought it was very small {so} so she felt bad {then} then her dad said it was perfect. {finally} Finally the kids at school thought it was perfect because Katie brought the pie to school.
  • visualize - what Katie's pumpkin looked like.

If you would like your students to practice predicting, here is a freebie just for them.



You can download this from either one of my stores.
 If you plan on downloading this please take a minute to pin it on Pinterest, I would consider it your thank you to me :) and I would surely appreciate it!

Happy reading!

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Spooky Hayride by Brian James - Teaching Ideas


Two brothers are going on a hayride. The older tries to scare the younger brother by telling him how spooky it is going to be. The little brother tries to be brave and when the little brother gets his chance he scares his older brother. From that point the little brother is loving the hayride and the older brother is not so happy. This is a fun beginner reader that your students will enjoy reading on their own.

To make this book even better, why not give them an activity that will deepen their thinking. Use the below info to help create a Common Core aligned activity.


Reading level: 1.5
Theme: Halloween
Genre: realistic fiction

Suggested Vocabulary: hayride

Reading skills and strategies:
  • asking questions - {possible questions before} I wonder what will make the hayride spooky? {possible questions during} Why is the older brother trying to scare the younger brother? {possible questions after} I wonder why the older brother got so scared? **Remember to have your students answer/reflect their questions.
  • author's point of view -  1st person point of view. Have students find 3 examples to prove the 1st person.
  • author's purpose - entertain{evidence} The older brother keeps trying to scare the younger brother. A sheet is mistaken for a ghost and at the end the other brother scares the one that kept trying to scare him. All these things are very entertaining.
  • beginning, middle, end - {most important event from beginning} The boys are getting ready for a hayride. {most important event from middle} The older brother keeps trying to scare the younger brother. {most important event from end} The younger brother scares the older brother by yelling "BOO!" when it gets dark.
  • cause and effect - Why are the boys putting on their coats? because they are going on a hayride. Why does the older brother say the younger brother will be scared? because he says it is going to be spooky. Why is the older brother telling the younger brother there are going to be ghosts and monsters? because he wants to scare his brother. Why does the younger brother say it is not spooky? because he doesn't see any ghosts or monsters. Why does the younger brother think hayrides are fun? because he scared his younger brother.
  • classify & categorize - things that are scary and things that are not scary.
  • compare & contrast - your brother and sister to the brother in the book.
  • connections - {possible text-to-self connections} having a brother or sister that likes to scare you. Going on a hayride.
  • drawing conclusions & inferencing - Why do you think the little brother likes hayrides? {text clues}At the end of the story he was able to scare his older brother.  The older brother kept trying to scare the younger brother. {what I know} I know that when I can get back at my brother I get happy. {my conclusion} I think the little brother likes hayrides because he didn't get scared like his older brother said he would and he was able to scare his older brother.
  • main idea & details - {main idea} The brothers are going on a hayride that is going to be spooky. {details}They see a sheet and think it is a ghost. They see a shadow that might be a monster, but it's not. It gets dark and the younger brother yells "Boo!" and the older brother gets scared.
  • plot - the turning point or climax in the story is when it gets dark and the younger brother scares the older brother.
  • predict - How do you think the hayride will be spooky? Do you think the younger brother will get scared? Do you think the older brother will get scared? Do you think there will be scary things on the hayride? What do you think the brothers will see on the hayride?
  • problem & solution - {problem} The older brother keeps trying to scare the younger brother. {solution}The younger brother yells "Boo!" when it gets dark and scares the older brother.
  • sequencing - The boys get their coats on. The older brother says the younger brother is going to be scared. The younger brother says he won't get scared. The boys see the wagon and horses. The little brother says it is not spooky. The horses and wagon goes into the woods. They see a sheet and think it is a ghost. They see a shadow and think is a monster. It gets dark and the little brother yells "Boo!". The older brother gets scared. The younger brother likes hayrides.
  • story elements - list title, author, character's, setting, beginning, middle, end, or problem & solution.
  • summarize - {someone}The big brother {wanted} wanted to scare the little brother {but}but the little brother wasn't getting scared {so} so the little brother yelled "Boo!" when it got dark {finally} and the big brother got scared.
Here is a main idea freebie for you to share with your young eager readers.



http://www.teacherspayteachers.com/Product/Main-Idea-Details-Freebie-for-Spooky-Hayride


If you plan on downloading this could you do me a favor and pin these to Pinterest...my heart is filled with gratitude for your kindness :)

Happy Reading!

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Inspiration

Look at my new find!

This year the 4th grade classrooms were making these adorable pumpkins. The students needed to be neat as well as patient to create these. If they were sloppy in their cutting and impatient in their gluing the pumpkins would not come together.























It is so hard to squeeze art into your day but when you find a project like this, one that uses math and science, it is...Inspiring!


Happy Halloween!





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The Halloween Play by Felicia Bond - Teaching Ideas


This is a sweet little story about Roger and his class play. Roger has a small but very important part in this play and the whole town will be there to see it. The author keeps the reader wondering what Rogers small but very important part is. Your students will smile when they finally find out what Rogers part in the play is.

If you have this book here is some information that may help you create a fun lesson for your students.


Reading level: 1.6
Theme: Halloween, school
Genre: fiction

Suggested Vocabulary: honor, leaped, twirled, modest

Reading skills and strategies:
  • asking questions - {possible questions before} I wonder what the play is going to be about? I wonder who is standing on the pumpkin? {possible questions during} I wonder what Roger's part is going to be? {possible questions after}I wonder what Roger meant when he said he didn't need a picture? **Remember to have your students answer/reflect their questions.
  • author's point of view - 3rd person. Find 3 pieces of text evidence to prove this.
  • author's purpose -  entertain {evidence} Mice don't go to school. Mice can't sing and dance and mice don't put on plays. All these things make for a very entertaining story.
  • beginning, middle, end - {most important event from beginning} Roger's class was practicing for a play. {most important event from middle} All the mice were singing and dancing in the play. {most important event from end} Roger came on stage in his costume and all the mice danced around him.
  • cause and effect - Why was Roger's class putting on a play? because it was almost Halloween. Why did the class practice over and over again? because they wanted to get everything right. Why did the class make invitations? because they wanted to invite everyone from all over town. Why did the audience laugh? because the play was funny. Why was Roger listening closely from behind the curtain? because he was waiting for his part to come up. Why did the audience applaud loudly? because the Halloween pumpkin came out on stage.
  • characterization - describe Roger {looks like, feelings, thoughts, character}
  • connections - {possible text-to-self connections} Having your class put on a play. Singing and dancing in your classroom. Having the lead role in a play. Feeling good about something you did.
  • drawing conclusions & inferencing - How do you think Roger felt after the play? {text clues} Everyone applauded when he came out on stage. I see that Roger is smiling as he is laying in bed. {what I know} If people clap for me I usually feel very happy. {my conclusion} I think Roger felt very happy after the play.
  • main idea & details - {main idea}Roger's class is putting on a class play for Halloween. {details} The class is practicing their singing and dancing. The class sends out invitations. The auditorium is filled. Everyone applauds at the end and the class takes a bow.
  • plot - the turning point or climax in the story when Roger comes out on cue.
  • predict - What do you think the story is going to be about? What do you think Roger's part is? Do you think the audience will like the play?
  • sequencing - It is three days before Halloween. The class is practicing for the play. The class sends out invitations. The auditorium is filled. The class is singing and dancing on stage. Roger comes out on cue. The audience applauds. Roger's dad takes his picture.
  • story elements - list title, author, character's, setting, beginning, middle, end, or problem & solution.


Here is a fun sequencing freebie for you to share with your students.


http://www.teacherspayteachers.com/Product/Sequencing-Freebie-for-The-Halloween-Play




Happy Reading!

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Thumbs up Thumbs down #8


Another Thursday, another Thumbs up Thumbs down post. Read here for the back story of why I started this.


Thumbs up to Don Brittain, a Tacoma Washington resident that plays Taps evening at sunset. Click {here} to watch the touching video report on this special tradition.

Thumbs up to Ron Wallace for growing a pumpkin that breaks the 1 ton record. Click {here} to see the video of this rather large pumpkin!



Thumbs up to Misty at Think Wonder Teach for sharing so many great Halloween Freebies. If you haven't been to visit her yet, you should definitely hop on over to see what she is giving away.


Thumbs up to Randi at Teach it With Class for her very informative post What's in an Assessment Binder? {freebie} . If your assessment binder just isn't working for you, then this is the post for you!

Teach It With Class
 
Thumbs down to this NOT fall weather here in So. California, we are all so tired of summer weather and are looking forward to it cooling down so we can bundle up.

Thumbs down to Hurricane Sandy! I hope everyone in her path stays safe!

Best,

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ABC Bats


I bought these bats from Wal-mart, 16 for $1.97. I just knew I could do something fun with them. I thought, and I played, and I thought and I just couldn't figure out exactly what I wanted to do, so I asked a teacher friend of mine. 

Her kids need practice with sight words and ABC order, so there you go, simple, easy, and fun.

I put 16 sight words on these bats and created a recording sheet to go with it. They can be used in one of two ways.
1. pick a bat, read the word, write it on the correct number of the recording sheet.
2. Put the bats in ABC order - either the 8 black, the 8 gray or all 16.

I know you probably don't have these bats, so I included them in the activity.


You can get this FREEBIE from either of my stores.

Happy Halloween!

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The Grumpy Bunny's Spooky Night by Justine Korman - Teaching Ideas


Grumpy Bunny (Hopper) is not one to like many things, especially Halloween, but when his kinderbunnies and Lilac (the girl he secretly loves) agree to help make a haunted house, he reluctantly agrees to help too. They all work hard cleaning and decorating to make the best haunted house possible. Hopper is given the job of creating a big spider that will scare all the visitors, and to his surprise he does a good job! Finally the barn is ready for people to come through and it is Grumpy Bunny's job to guide them, but silly Grumpy Bunny forgets about his scary spider and screams as they walk past. By the end of the evening everyone is exhausted and happy with how everything turned out, even Grumpy Bunny!

This is a cute story that your students will enjoy this Halloween season and if you are needing a lesson to go with the book maybe one of the skills or strategies listed below will make your planning a little easier.

I have created a True False comprehension game that would be perfect in a center activity, the bottom of this post has more info about it.


Reading level: 3.8
Theme: Halloween
Genre: fiction

Suggested Vocabulary: drama, production, corny, scoffed, ghoulish, sheepishly

Reading skills and strategies:
  • asking questions - {possible questions before} I wonder why Grumpy Bunny is so scared? {possible questions during} I wonder why Hopper is so grumpy?  {possible questions after} I wonder if Hopper will like Halloween from now on? **Remember to have your students answer/reflect their questions.
  • author's point of view - 3rd person. Find 3 pieces of text evidence to support this.
  • author's purpose - entertain {evidence} Bunnies don't talk. It was funny when Hopper got scared of his own spider. Hopper looked silly dressed up as a clown. All these things made the story very entertaining.
  • cause and effect - Why did Hopper agree to help with the haunted house? because he wanted to be where ever Lilac was. Why did the Grumpy Bunny scream when they were cleaning the barn? because a big spider swung down from the ceiling. How come Hopper did not come back in a costume? because whenever he wears a costume something always happens and he gets laughed at. Why was Hopper wearing a clown costume? because Mr. Spumoni brought it for him and told him that he must set an example for the kids. How come Grumpy Bunny could barely recognize the barn? because all the lights and music and decorations made it look like a haunted house. Why did Hopper juggle jelly beans? so the children would calm down. 
  • characterization - describe Hopper {looks like, feelings, thoughts, character}
  • character change - show how Hopper changes his attitude toward Halloween by the end of the story.
  • classify & categorize - scary Halloween costumes and not scary Halloween costumes
  • compare & contrast - Hopper to your teacher
  • connections - {possible text-to-self connections} Going to a haunted house. Helping make a haunted house. Not liking Halloween. Getting scared in a haunted house. Being a clown for Halloween.
  • drawing conclusions & inferencing - In the beginning of the story Hopper was not very excited for Halloween but at the end of the story he said that Halloween could be kind of fun. Why do you think Hopper changed his mind? {text clues} No one laughed at him in his costume. The kids had fun in the haunted house. Mr. Spumoni kept encouraging Hopper and told him he was a showman at heart. {what I know} I know that if what I think might happen doesn't, then I probably made it out to be worse than it could be - Hopper not wanting to wear a costume because people always laughed at him. I know that when I see people having fun then it must not be that bad. I also know that if someone tells me I am good at something then I feel good about myself. {my conclusion} I think Hopper changed his mind about Halloween because everyone had a great time in the haunted house. He was happy about how it all turned out so now he thinks Halloween is all right.
  • main idea & details - {main idea} Grumpy Bunny and the kinderbunnies helped create a haunted house. {details} They made paper towel ghosts and paper bats. They hung a big spider from the ceiling. There was creepy music playing.
  • plot - the turning point or climax in the story was when Mr. Spumoni told Hopper that he was a showman at heart.
  • predict - What do you think the story will be about? Will the grumpy bunny agree to help with the haunted house? Do you think they will make the barn scary?
  • sequencing - Hopper and the kinderbunnies agree to help with the haunted house. They sweep and clean the barn. They make a giant spider for the haunted house. They make ghosts and bats to hang around the barn. Everyone comes back wearing a costume except grumpy bunny. Mr. Spumoni gives Hopper a clown costume to wear. Grumpy bunny leads the kids through the haunted house. Hopper juggles some jellybeans to settle the children down. The haunted house was a success and now it is time for bed.
  • story elements - list title, author, character's, setting, beginning, middle, end, or problem & solution.
 



http://www.teacherspayteachers.com/Product/True-False-Comprehension-Game-inspired-by-Grumpy-Bunnys-Spooky-Night

Happy Halloween!

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The Witch Next Door by Norman Bridwell - Teaching Ideas



If all witches were like this witch, I would want a witch to live next door to me too! She is kind, and neat, she goes to bed early, and invites the neighbor kids over for tea and cookies, who wouldn't want a witch like this as a neighbor. Not only is this a great Halloween themed book but it has a great lesson about the way someone looks. Just because someone looks the way they do, doesn't mean they will behave the way you think they will.

I know this book is an oldie, but it I hope you pull it out and share it with your students. Here are few reading skills and strategies you can use to create a fabulous lesson to go with this book.

Reading level: 1.8
Theme: Halloween
Genre: holiday fiction

  Reading skills and strategies:
  • asking questions - {possible questions before} I wonder if a witch really does live next door? {possible questions during} Why does the witch live next door? Why were the neighbors so mean when the witch is so nice? {possible questions after} I wonder why the witch said good boys and girls are better than princes and princesses? **Remember to have your students answer/reflect their questions.
  • author's point of view - 1st person - students should find 3 examples proving the first person.
  • author's purpose - entertain{evidence} Witches aren't real. Witches don't live in neighborhoods and the picture of the witch walking her pets was very silly. All these things make a very entertaining story.
  • characterization - describe the witch {looks like, feelings, thoughts, character}
  • compare & contrast - your neighbor and the witch
  • connections - {possible text-to-self connections} Having a very nice neighbor.
  • main idea & details - {main idea} The witch next door was a good neighbor. {details} She kept her house very neat. She would send soup and cookies if someone was sick. She helped get kites out of trees.
  • plot - the turning point or climax in the story when some neighbors came to the door and told the witch she had to leave because they didn't a witch living next to them.
  • predict - What do you think the story is going to be about? Do you think the witch is good or evil? Do you think the spells she does hurts anyone? Who do you think is at the door? Why do you think the people from next door were not happy? How do you think the witch feels after the neighbors came? What do you think the witch is going to do to the neighbors? Why do you think the witch turned the neighbors into a prince and princess?
  • problem & solution - {problem} The witch has neighbors that don't want her to live there. {solution} The witch turned them into a prince and princess.
  • story elements - list title, author, character's, setting, beginning, middle, end, or problem & solution.
  Here is a Story Map Freebie you can share with your students.





http://www.teacherspayteachers.com/Product/Story-Map-Freebie-for-the-Witch-Next-Door

IT'S FREE!!
Happy Reading!




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