Thuumbs up Thumbs down Linky Party!



Now is your chance to join in the fun!
A few rules:
1. Thumbs up: great information, great people, great ideas, great posts, great events - please no products. I don't want this to turn into an advertising post.
2. Thumbs down: disappointments, bummers, what?, are you kidding me?, umm?, why? - please keep the insults and ugliness away.
3. As always, spread the love and comment on the two before you.
4. Use the above graphic in your post. Use the thumbs up and thumbs down graphics if you want.

Be sure to link back your actual blog post.

thurmbs upthumbs down













Thumbs up to a great Academy Award show!

Thumbs down to February going by so fast! Where did the time go? I can't believe it is already March which means school is almost over!





Have fun!


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Roll, & Read Rainbows

This is a great way for students to practice their sight words. All words come from the Dolch Sight Word list.
Roll the die.
Pick up that many cards.
If you get the LEPRECHAUN card put the cards back.
If no LEPRECHAUN read the cards in your hand and keep the ones you can read.
Person with the most cards at the end is the winner.

You can pick this up from either one of my stores.

Happy Rolling!

1

Bear Feels Sick by Karma Wilson - Teaching Ideas


Poor bear, he is really feeling sick! His head is hot, he is achy and sneezy, wheezy and stuffy! But when his friends find out he is sick they immediately come to take care of him. They cook broth, make tea, and put a cool cloth on his head. Poor bear, he is really feeling sick. Bear tosses and turns, mumbles and grumbles and he just can't rest. His friends walk around on tippy toes, whisper and softly sing until finally poor bear falls asleep. When bear finally wakes, he is feeling well again. He dances and jumps and tells his friends to come out and play! But poor friends, they are now feeling sick. When bear sees how they are feeling he rushes to their side, kisses all their sweet little heads and tells them that he will be there to make them all feel better.

I just love this story, it is so sweet!

Listed below are reading skills, strategies and ideas you can use to create a great lesson to go with this book.

I have created an Asking Questions Freebie for you if that is something your students are needing help with.

Reading level: 1.8
Theme/subject: kindness/compassion, friendship
Genre: animal stories

Suggested Vocabulary/phrases: autumn, achy, heap, whiffs and wheezes, mutters, mumbles, grumbles, soothes, coax, smidgen, quivers, frolic

Reading skills and strategies:
  • Asking questions - {possible questions before} I wonder why bear feels sick. I wonder if all his friends will help him. {possible questions during} I wonder if bear will feel better. I wonder if the other animals will start to feel sick. {possible questions after} I wonder if bear will make them tea.  **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.
  • Author's purpose - entertain {evidence} Bears don’t drink tea and eat broth. Gophers don’t know how to cook. The author wrote this story in rhyme. All these things make a very sweet, entertaining story.
  • Beginning, middle, end - {most important event from beginning} Bear feels sick. {most important event from middle} Bear's friends come and take care of him. {most important event from end} Bear takes care of his friends when they start to feel sick.
  • Cause and effect – Why can’t bear sleep? Because he feels sick. Why does bear want to go out and celebrate? Because bear feels better. How come his friends don’t want to play? Because they all feel sick. Why is bear taking care of his friends? Because they all took care of him.
  • Character analysis - describe Bear. Describe the friends. {looks like, feelings, thoughts, character}
  • Character changes – {beginning} bear feels sick. {end} bear feels better. All because his friends took care of him.
  • Classify & categorize – things to do when you are sick and things you do when you are well.
  • Compare & contrast – how bear’s friends took care of him to how your mom takes care of you.
  • Connections - {possible text-to-self connections} Feeling sick. Having someone take care of you. Feeling achy. {possible text-to-text connections} You can connect to any of the other Bear books from this series, or Can’t You Sleep Little Bear? by Martin Waddell because in both books others are taking care of a bear.
  • Main idea & details - {main idea} Bear feels sick. {details} He feels achy and wheezy and sneezy. His friends come and take care of him. They fix him broth, wrap him in a blanket and put a cold cloth on his head.
  • Plot - the turning point or climax in the story is when bear finally falls asleep.
  • Predict – What do you think the story is about? How will his friends help? What do you think they will do with the herbs? Do you think bear will get better? What do you think he will want to do when he feels better?  Do you think his friends will get sick?
  • Problem & solution - {problem} Bear feels sick. {solution} His friends wrap him in a blanket, give him water and broth, put herbs on him and cool his head with a cold cloth.
  • Sequencing – All alone bear starts to feel sick. Bear can’t sleep. Bear's friends come and want him to play. Bear is too sick to play. His friends gather to help take care of him. They cook broth and put a cold cloth on his head. They gather herbs and give him some tea. Bear starts to sleep. All the friends watch bear sleep.  Bear wakes and is feeling much better. Bear wants to play but his friends are all sick. Bear kisses them all and tells them he will take care of them.
  • Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
  • Strong thought – Bear feels sick and his friends are doing a lot of things to take care of him. They wrap him in a blanket, make some broth, collect herbs and give him some tea. What else could you tell them to do to help him?
  • Summarize - {someone} Bear’s friends {wanted} wanted to play {but} but bear was too sick {so} so his friends came in to take care of him. Bear {finally} finally started to feel better.
  • Theme – having someone there to take care of you always makes you feel better.
  • Visualize – What would you have done to help bear feel better?
 



http://www.teacherspayteachers.com/Product/Bear-Feels-Sick-by-Karma-Wilson-Asking-Questions-Freebie

Happy Reading!

3

Inspiration - It's Your Turn To Inspire



This is Kayla's classroom after a devastating fire destroyed everything. 
Kayla, aka The High-Tech Teacher from Slick Tricks for Grade Six. Kayla taught 6th grade in the portable. She lost everything. 

Her friends, parents and staff has helped out some, but now it is our turn.
Your donation will provide Mrs. Schenkelberg with a DonorsChoose.org gift card she can use toward her next classroom project.

Teacher: Mrs. Schenkelberg

My students attend an inner-city school in Nebraska. We are a Title I school with over 80 percent of the students receiving free or reduced rate lunch. Around half of the students speak a language other than English at home: either Spanish, Somali, Arabic, or a variety of others. Despite their lack of resources, these students love learning and want to be engaged learners. They are so interested in reading new and exciting books and when they get the chance, it's hard to get them to stop reading! These students are some of the most caring I've come by: respectfully holding doors and consistently using good manners. Our school works diligently to promote high standards for character and our students respond well. Please consider helping my students and my classroom. It would mean so much to us!
Help Mrs. Schenkelberg
Your donation will provide Mrs. Schenkelberg with a DonorsChoose.org gift card she can use toward her next classroom project.
 
If you donate BEFORE Monday and type INSPIRE - how fitting!- your donation will be doubled!!
 
 Thanks for being such an inspiration!

2

Can't You Sleep Little Bear? by Martin Waddell - Teaching Ideas



There is just something so sweet about a story with bears, especially little bears, and this book is no exception. In this story Little Bear cannot sleep because it is too dark. Big Bear gets Little Bear a tiny lantern, then a bigger lantern and then the biggest lantern of all. But unfortunately for Little Bear none of these lanterns are lighting up the cave enough for him to fall asleep. It is the big dark outside that is really scaring him, so, Big Bear takes Little Bear in his arms and takes him to the dark outside. Little Bear is really scared until they are greeted by the big, bright, yellow moon. As they look at how the moon lights everything up, Little Bear falls fast asleep, right in Big Bears arms. When Big Bear gets back to the cave, he doesn't put Little Bear to bed, he holds him close while he finishes his book. Both Big Bear and Little Bear sleep safely together all night long!
Awe, so sweet!
Here is a list of reading skills, strategies and ideas you can use to create a wonderful lesson using this book.
At the bottom you will find a summarizing freebie I created to go with the book.


Reading level: 3.5
Theme/subject: confronting fears, family
Genre: fiction

Suggested Vocabulary/phrases: lantern, settled in, padding over, grunted, puzzled

Reading skills and strategies:
  • Asking questions - {possible questions before} I wonder what the story is going to be about. I wonder why the little bear cannot sleep. {possible questions during} I wonder why Little Bear is so afraid of the dark. I wonder when there will be enough light for him to fall asleep. {possible questions after} I wonder if he will need all the lanterns every night. **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.
  • Author's purpose – entertain {evidence} Bears shouldn’t be afraid of the dark. Bears don’t read books or sleep in beds. All these things made a fun entertaining book.
  • Beginning, middle, end - {most important event from beginning} Little bear was afraid of the dark. {most important event from middle} Big Bear got lanterns out so Little Bear wouldn’t be in the dark. {most important event from end} Little Bear fell asleep in Big Bear’s arms.
  • Cause and effect – Why did Big Bear have to go get lanterns? Because Little Bear was afraid of the dark. Why couldn’t Little Bear fall asleep? Because he was surrounded by darkness. Why did Big Bear take Little Bear outside the cave? Because he wanted to show Little Bear the great big moon.
  • Character analysis - describe Big Bear. Describe Little Bear {looks like, feelings, thoughts, character}
  • Compare & contrast – Big Bear and Little Bear.
  • Connections - {possible text-to-self connections} Being afraid of the dark. Needing a little light on when you try to go to sleep. Falling asleep in somebodies arms.
  • Main idea & details - {main idea} Little Bear cannot sleep because he is afraid of the dark. {details} Big Bear takes out a a small lantern for Little Bear. Big Bear takes out a large lantern and hangs it over Little Bear’s bed so he can sleep. Big Bear takes Little Bear out to see the moon.
  • Plot - the turning point or climax in the story is when Little Bear falls asleep in Big Bears arms while they are looking at the big bright moon.
  • Predict – What do you think the story will be about. Why do you think Little Bear cannot sleep? Do you think Little Bear will fall asleep? Do you think the little lantern will be enough light to help Little Bear fall asleep? Do you think the bigger lantern will be enough light for Little Bear to fall asleep? Do you think the biggest lantern will be enough light for Little Bear to fall asleep? What do you think Big Bear will show Little Bear out in the dark outside?
  • Problem & solution - {problem} Little Bear couldn’t sleep because he was afraid of the dark. {solution} Big Bear brought Little Bear to the dark outside to show him how the big, yellow moon lights things up. This helped Little Bear fall asleep.
  • Sequencing – Big Bear and Little Bear played out in the bright sunlight. At night Big Bear put Little Bear to bed. Little Bear couldn’t sleep because it was too dark. Big Bear took out the tiniest lantern for Little Bear. Little Bear still couldn’t sleep so Big Bear pulled out a bigger lantern. It was still too dark for Little Bear so Big Bear brought out the biggest lantern. Little Bear was still afraid of the dark outside. Big Bear took Little Bear to the dark outside. They looked at the bright yellow moon. Little Bear fell asleep in Big Bear’s arms. Big Bear finished his book with Little Bear in his arms.
  • Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
  • Strong thought – There was never enough light for Little Bear to fall asleep. What would you tell Little Bear to make him not be so afraid of the dark? 
  • Summarize - {someone} Big Bear {wanted} wanted Little Bear to go to sleep {but} but Little Bear was afraid of the dark {so} so Big Bear got out lanterns to make the cave lighter. Little Bear {finally} finally fell asleep.



http://www.teacherspayteachers.com/Product/Cant-You-Sleep-Little-Bear-by-Martin-Waddell-Summarizing

IT'S FREE!!

Happy Reading!

7

Thumbs up Thumbs down #17

thumbs up thumbs down picture

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

This week I have a couple of exciting posts to share.

thurmbs up

Brittany from The SuperHERO Teacher's Adventures and Advice has a Thumbs up post called Today's Topic: Organization.  Brittany shares a genius DIY calendar using a cheap picture frame and paint chips...so cute!


The SuperHERO Teacher's Adventures and Advice!
Thumbs up to Crystal at Kreative in Kinder for her super cute post called Q &U Wedding. She shares some great pictures of all the activities her kids did during this fun day. I wish I could have been a part of all the festivities!

Kreative in Kinder

Kathy Griffin from Kathy Griffin's Teaching Strategies shared a great post called Dr. Seuss Fun Picture App. She has found and shared this super fun app that will have your students all excited for Read Across America Day. This is a must read post and app, a definite Thumbs up!



Thumbs up to my friend Kathie Wainwright from Diary of a Not So Wimpy Teacher, and the launch of her new book. She is having a 10 day virtual book tour for her book Summer in The City. She is having a fantastic giveaway - 10 lucky winners will win her book. She has also enlisted other teacher bloggers to do a Q&A, book reviews and create products to go with the book. Head on over and check out her amazing book!


The amazing Charity Preston from The Organized Classroom Blog has just launched a new online magazine called The Organized Classroom Magazine. The magazine is jam packed with ideas, tips and tricks on how to keep your classroom running smoothly and looking great! This is a HUGE Thumbs up!
The OC Blog Button
Thumbs up to my daughter for being picked to be the front and center ballerina in their upcoming recital. She has worked so hard and that hard work is finally paying off. We are so proud and she is SOOO excited!


thumbs down

Thumbs down to Downton Abbey season 3 being over and season 4 not starting till January of 2014...ugh!
Downton Abbey Pbs

Thumbs down to 2nd graders not knowing how to tie their shoes because mommy always does it for them.
 Thumbs down to the auto correct on phones. The story behind the picture. We were going to the desert over the 3 day weekend to go camping and dirt bike riding. My oldest daughter and husband left Friday and Madison and I were leaving Saturday morning. I told them to text me to bring anything they forgot. This text message came from my  18 year old daughter. Needless to say, I cracked up!


 Your turn!

10

Summer In the City by Kathleen Wainwright - Teaching Ideas

Welcome to the Summer in the City Virtual Book Tour!

Click HERE for a complete list of tour dates

Here is a preview of what you will find in the book, Summer in the City.
I am so excited to be apart of this book tour and to offer a glimpse of all the wonderful teaching skills and strategies you can use to teach with this book.

This book is a wonderful memory of what summers used to be like for kids back in the day. It is written in rhyme and takes the (much older) reader back to memories of fun filled summer days. For the younger reader the book is filled with all the things kids love to do: like swim, play at the park, roller skate and bike, play hop-scotch and jump rope and just hang and be with your friends. It is a vivid and vibrant reminder of what it was like to be barefoot and fancy free with a bit of reality that the kids today will have far different memories of their summers than we did of ours.

Along with the book being beautifully written, the illustrations are amazing. I am so drawn to the detail and color and contrast of the faceless children playing in the ever recognizable city. I love how the faceless children give the reader the freedom to imagine it being them, playing and swinging and running and laughing - it draws the reader right into the memory.

This is a definite must have for your library, if not for your students, then for you, to relive those carefree summer days! 

Reading level: 5.7
Theme/subject: friends, memories
Genre: fiction

Reading skills and strategies:
  • Asking questions - {possible questions before} I wonder what the story is about. I wonder why the water is coming out of the fire hydrant.  {possible questions during} I wonder what jellies were like. I wonder if they went all those places without their parents. {possible questions after} I wonder why they were allowed to do so many things by themselves.   **Remember to have your students answer/reflect their questions.
  • Author's point of view – First person. Be sure to find 3 pieces of evidence to support this.
  • Author's purpose - entertain {evidence} The illustrations are so bright and colorful and the story is written in rhyme. The children do so many fun things during the day. All of these things make a very entertaining story.
  • Cause and effect – Why were they waiting for it to be 12 o’clock? Because they could go swimming in the pool. Why did they eat their dinner as fast as they could? So they could come back out and play before the street lights went on. Why were they so sad when the street lights came on? Because it meant it was time to go in.
  • Character analysis – describe the characters, explain why you cannot see their faces.
  • Classify & categorize – What they did in the summer: places they went, things they played, things they ate.
  • Compare & contrast - compare your summer to the character’s summer.
  • Connections - {possible text-to-self connections}  playing in the park. Going to the community pool, riding bikes and roller skating with friends.
  • Drawing conclusions & inferencing – Why do you think summer was so different back in the day than it is for you today? {text clues} The kids never had parents with them. The kids seemed to go all over by themselves. {what I know} Parents today don’t let their kids go many places without them. Kids today spend more time inside playing video games and watching TV. {my conclusion} I think summer was so different back in the day than it is today because there are too many things to do inside where parents can watch the kids.
  • Main idea & details - {main idea} What summer was like back in the day. {details} Playing jacks and double-dutch jump rope. Going to the community pool and playing in the park. Getting ice cream from the ice cream truck and catching fireflies in jelly jars.
  • Plot - the turning point or climax in the story is when the street lights went on.
  • Predict – What do you think the story is going to be about? What do you think summer was like back in the day?
  • Sequencing – They sat on the porch and played jacks. They played double-dutch on the sidewalk. They played hopscotch. Played in the pool. Went to the park. Slid down the slide and pumped their legs on the swings. Bought water ice, penny candy and pretzels. Played clapping games and shouted out tongue twisters. Played hide-and-seek. Went home to eat dinner. Rode bikes and roller skates and bought vanilla ice cream with rainbow-sprinkles. Played “That’s my car!” and caught lightning bugs. Said good-bye when the street lights went on.
  • Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
  • Strong thought – The characters in the story did so many things throughout the day. If you were there with them, what would have been your favorite thing to do? Why?
  • Theme – Childhood memories of summertime fun. 
  • Visualize – The main character is remembering what her summers used to be like. What will you remember most about your summers as a kid? 

Here are the links to the sites where you can purchase this book
TPT:
&
you can even watch a Youtube Video (Book Trailer):


I hope this review has gotten you intrigued and excited enough to enter the giveaway to receive this fabulous book!

a Rafflecopter giveaway
And now here is the author of this amazing book, Kathleen Wainwright.

Kathleen Wainwright is a dedicated teacher in the School District of Philadelphia. She received her bachelor’s of Science degree in education from Temple University in Philadelphia, PA, and her master’s in education with a focus in literacy, from West Chester University, in West Chester, PA. Kathleen also teaches literacy courses to aspiring teachers at Temple University and developmental reading courses to incoming freshman at Delaware County Community College. “This story captures a typical summer’s day for me and my friends growing up in the 80’s! Every time I read it I travel back to some of my favorite childhood memories.” Kathleen recently earned National Board Certification in Literacy: Reading-Language Arts (Early and Middle Childhood). She enjoys sharing her personal teaching experiences and educational resources in her blog, The Diary of a Not So Wimpy Teacher (www.notsowimpyresources.com).

Happy Reading!



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Pinkalicious by Victoria and Elizabeth Kann - Teaching Ideas


Pinkalicious and her mother decide to make pink cupcakes because it is too wet outside to play. Pinkalicious L*O*V*E*S pink cupcakes so much, she can't stop eating them, in fact, she eats so many she turns pink! Pinkalicious is so happy that she is pink, she is crying tears of joy. Her mother immediately takes her to the doctor where she is told that she must stop eating pink cupcakes and must start eating green healthy food. Pinkalicious will have none of that! She pretends to eat her dinner and sneaks one last cupcake before she goes to bed. When Pinkalicious wakes the next morning she feels a little strange so she looks in the mirror and discovers that she is no longer pink but RED! She screams at seeing herself this awful color and decides it is time to eat something green. In the kitchen she eats everything green she can find, pickles, okra, broccoli, and artichokes! When her parents come in they are pleased to see that Pinkalicious is her normal looking self again!

This is a super cute book with so many teaching opportunities. The following is a list of reading skills, strategies and ideas you can use to create a fun and engaging lesson for your students. 

As I was doing this review, my mind was whirling with tons of ideas so I created a skills and strategies packet to go along with the book. 


Reading level: 2.7
Theme/subject: individuality
Genre: humorous fiction

Suggested Vocabulary/phrases: Pinkalicious, refused, raspberry sorbet, pediatrician, Pinkerbelle, acute, pinkititus, peonies, pinktales, green with envy, peered, green relish, okra, artichokes, brussel sprouts, pink-a-boo

Reading skills and strategies:
  • Asking questions - {possible questions before} I wonder what the story is about. I wonder if Pinkalicious is her name. {possible questions during} I wonder why the pink didn’t come off in the tub. I wonder what raspberry sorbet is. I wonder why she doesn’t like green food.  {possible questions after} I wonder if Peter will eat green food to change back. I wonder if they will make pink cupcakes again.  **Remember to have your students answer/reflect their questions.
  • Author's point of view – First Person. Be sure to find 3 pieces of evidence to support this.
  • Author's purpose – Entertain {evidence} Pinkalicious turned pink from the cupcakes, and then she turned red. All the bees and butterflies swarmed her because she looked like a peony. All these things are very silly and make an entertaining story.
  • Beginning, middle, end - {most important event from beginning} Pinkalicious and her mom made pink cupcakes. {most important event from middle} Pinkalicious woke up pink. {most important event from end} Pinkalicious finally ate green food so she could be herself again.
  • Cause and effect – Why did Pinkalicious and her mom make cupcakes? Because it was too wet outside to play. How come Peter didn’t want a cupcake? Because he was very picky. Why did Pinkalicious get very upset? Because she wanted another cupcake and her mother wouldn’t let her have one. Why did daddy wave an angry finger? Because she wanted another cupcake and wouldn’t go to bed. Why did she turn pink? Because she ate too many cupcakes. Why did her dad give her a bath? Because he thought she played with markers. Why did Pinkalicious cry when she was pink? Because she thought she looked beautiful. Why did a bee land on her nose? Because it thought she was peony. Why did Pinkalicious want to go home? Because she was surrounded by bees, birds and butterflies. Why was Peter green with envy? Because he wanted to be pink too. Why did Pinkalicious turn red? Because she ate one last cupcake. Why did Pinkalicious decide to eat green veggies? Because she wanted to be herself again. Why was Peter pink? Because he ate the rest of the pink cupcakes.
  • Character analysis - describe Pinkalicious {looks like, feelings, thoughts, character}
  • Classify & categorize – Food – pink food and green food.
  • Compare & contrast – you and Pinkalicous
  • Connections - {possible text-to-self connections} making cupcakes. Loving the color pink.  {possible text-to-text connections} Connect this book with A Bad Case of Stripes by David Shannon. Each book has the main character changing colors.
  • Drawing conclusions & inferencing – Why do you think eating green vegetables is the only thing that would make Pinkalicous become herself again? {text clues} All she was eating was the cupcakes. She pretended to eat her dinner. The doctor said it would. {what I know} If I eat too much sweet unhealthy food I start to not feel good. Fruits and vegetables are good for you. {my conclusion} I think the green vegetables were the only thing that would turn Pinkalicious back to herself because eating healthy makes you feel better.
  • Fact & opinion - {fact} It was a rainy day. Pinkalicious and her mom made pink cupcakes. Pinkalicious ate Peter’s cupcake. Pinkalicious had to go to the doctor. Pinkalicious turned red.  {opinion} Pink cupcakes are the best. Green veggies are gross. Pinkalicious looked silly being red. Peas are the best green vegetable. Pinkalicious acted mean when she stuck her tongue out.
  • Main idea & details - {main idea} After eating too many cupcakes, Pinkalicious turned pink.  {details} Pinkalicious had to go to the doctor because she was pink. Peter wanted to be pink too. Pinkalicious was told to eat green vegetables to turn herself back. Pinkalicious was as pink as the pink peonies at the park.
  • Plot - the turning point or climax in the story was when Pinkalicious turned red.
  • Predict – What do you think the story is going to be about? What do you think Pinkalicious’s dad is going to do when he sees her pink? What do you think her mother will do? How do you think Pinkalicious thinks she looks? What do you think the doctor is going to tell them? What do you think Pinkalicious is going to do after she turns red? What do you think happened to the rest of the cupcakes?
  • Problem & solution - {problem} Pinkalicious turned red. {solution} She ate green vegetables to turn back.
  • Sequencing – Pinkalicious and her mom made cupcakes. Pinkalicious ate a bunch of cupcakes. She asked for more cupcakes after her nap. After dinner she ate more cupcakes. The next morning she turned pink. Here dad gave her a bath. Her mother took her to the doctor. They went to the park. They came home from the park. She pretended to eat her dinner. She snuck one last cupcake. When she woke up in the morning, she was red. Pinkalicious ate all the green vegetables. She turned back into being her. Peter ran into the room and was pink.
  • Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
  • Summarize - {someone} Pinkalicious {wanted} wanted to eat more cupcakes {but} but her mom wouldn’t let her {so} so she pretended to eat dinner but {then} then ate a cupcake. She ate so many pink cupcakes she {finally} finally turned pink!
  • Theme – It is important to eat healthy.
  • Visualize – Pinkalicious LOVED pink and when she ate too many pink cupcakes she turned pink. Visualize what color you would want your cupcakes. What would you look like if you ate too many of those cupcakes?

* Vocabulary - 5 pages
* Author's Point of View - 2 pages
* Author's Purpose - 1 page
* Beginning, Middle, End - 5 pages
* Cause and Effect - 8 pages and 1 key
* Classify & Categorize - 6 pages
* Character Analysis - 3 pages
* Compare and Contrast - 3 pages
* Text-to-Text Connections - 2 pages
* Drawing Conclusions/Inferencing - 3 pages
* Fact and Opinion - 2 pages
* Main Idea and Details - 6 pages
* Plot - 3 pages
* Problem/Solution - 5 pages
* Sequencing - 9 pages plus 2 keys
* Story Map - 3 pages
* Visualize - 1 page
* Writing paper - 2 pages







https://www.teacherspayteachers.com/Product/Reading-Skills-and-Strategies-inspired-by-Pinkalicious-552370


Happy Reading!

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