I Like Myself by Karen Beaumont - Teaching Ideas


This is a wonderful book about liking who you are and what you look like no matter what everyone else might think of you.

This book offers so many great character lessons, it is definitely a must have for any library.

I have created an "I Like Myself" writing activity to go along with the book, but there is so much more you can do.

Listed below are the reading skills, strategies and ideas you can use to create a great lesson.


Reading level: 1.8
Theme/subject: self-esteem
Genre: general fiction

Suggested Vocabulary/phrases: protruding, knobby knees, warts, snout, tame
Reading skills and strategies:
  • Asking questions - {possible questions before} I wonder what the story is about. I wonder what she is like.  {possible questions during} I wonder why she likes herself so much. {possible questions after} I wonder if she will feel that way when she gets bigger/older. **Remember to have your students answer/reflect their questions.
  • Author's point of view – Third. Be sure to find 3 pieces of evidence to support this.
  • Author's purpose – entertain {evidence} The main character looks very silly. The illustrator drew some crazy pictures. The story is written in rhyme. All of this makes a very entertaining story.
  • Classify & categorize – you: things you like, how you look
  • Compare & contrast – you and someone else.
  • Connections - {possible text-to-self connections} all the different things you like about yourself.
  • Drawing conclusions & inferencing – The girl likes the way she looks now but do you think she will like the way she looks when she gets a little bit older. {text clues} She looks very young. She likes everything about herself {what I know} I know that most teenagers usually don’t like the way they look. I know that teenagers can be mean sometimes to other kids that look a little different. {my conclusion}  I think she will always like the way she looks even if others start to tease her.
  • Main idea & details - {main idea} The story is mainly about a girl who likes who she is. {details} She doesn’t care if anyone calls her a silly nut or a crazy cuckoo bird. She would still like herself with knobby knees and polka-dot lips.
  • Theme – there is only one of you and you should like who you are. It doesn’t matter what people think about you, you should like who you are.


http://www.teacherspayteachers.com/Product/I-Like-Myself-Writing

IT'S FREE!!



Happy Reading!

6

Building Better Sentences


One of my tutor students needed a bit of help with her sentences. She was great with her basic sentences but getting her to expand on those was a bit harder.  She would add a detail here or there, but it was hard for her to see where she could add more. 

To make this tedious task fun, I came up with this “Building Better Sentences” activity.

This activity allowed Allie to see the basic sentence and then add the adjectives where she thought they sounded best. To my surprise, instead of just adding one or two adjectives, she made it a challenge to try to use all of them. This in turn, gave me a great teaching opportunity. 

When she was done with the sentences we were able to talk about how the adjectives worked in the sentence she created, as well as deciding if they were really needed or if the sentence sounded better without certain words.

Overall, this turned out to be a great activity, and with continued playing, she is getting to the point of adding those adjectives automatically.


You can find this in either one of my stores.



Enjoy!



3

Count the Ways, Little Brown Bear by Jonathan London - Teaching Ideas



Mama Brown Bear loves Little Brown Bear more than...Little Brown Bear and Mama Brown Bear spend the afternoon and evening counting all the ways.

This is a sweet story that involves a fun way to count to 10.

Listed below are reading skills and strategies you can use to create a meaningful lesson. I have also created a "Favorite Part" freebie to go along with the book.


Reading level: 1.5
Theme/subject: feelings, counting
Genre: fiction

Suggested Vocabulary/phrases: strolled, sweet berry pie, claws

Reading skills and strategies:
  • Asking questions - {possible questions before} I wonder what the story is going to be about. I wonder why they are counting. {possible questions during} I wonder how many ways they will come up with. {possible questions after} I wonder what Little Brown Bear will dream about. **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} The author made the illustrations really cute. Little Brown Bear and his mama live in a house and talk. All these things make a very entertaining story.
  • Beginning, middle, end - {most important event from beginning} Little Brown Bear asked how much his mama love him. {most important event from middle} Mama Brown Bear was counting all the ways she loved Little Brown Bear. {most important event from end} Little Brown Bear finally fell asleep.
  • Character analysis - describe Little Brown Bear. Describe Mama Brown Bear. {looks like, feelings, thoughts, character}
  • Compare & contrast – Little Brown Bear and Mama Brown Bear.
  • Connections - {possible text-to-self connections} Going on a picnic. Talking about how much you love your mom and how much she loves you. {possible text-to-text connections} Connect this book to Guess How Much I Love You by Sam McBratney. Both books have a mother and child expressing how much they love each other.
  • Drawing conclusions & inferencing – Why did Little Brown Bear smile when his mom said she loved him more than all the stars in the sky? {what I know} I know that there a lot of stars. {my conclusion} I think Little Brown Bear smiled when his mom said she loved him more than all the stars in the sky because there are probably more stars than he can count and that makes him feel loved.
  • Fact & opinion{fact} Little Brown Bear and mama had a picnic. Little Brown Bear ate a jar of honey. Mama Brown Bear scratched her back on 3 trees. Little Brown Bear caught a fish. Little Brown Bear had seven teddy bears. {opinion} Little brown bear and Mama Brown bear had a nice lunch. Little Brown Bear likes honey more than anything. Mama Brown Bear thinks Little Brown Bear has too many teddy bears. Little Brown Bear thinks hugs are better than kisses. Mama Brown Bear looks tired of reading books.
  • Main idea & details - {main idea} the story is mostly about Little Brown Bear and Mama Brown Bear counting how many ways she loves Little Brown Bear. {details} Mama Brown Bear said she loved him more than the three trees she used to scratch her back. More than the six story books Mama Brown Bear read before bed. More than the eight bear hugs he got from his teddy bears.
  • Plot - the turning point or climax in the story is when Mama Brown bear gave Little Brown Bear bedtime kisses.
  • Sequencing – They had a picnic. Little Brown Bear ate 1 berry pie. Little Brown Bear caught 2 fish. Mama Brown Bear scratched her back on 3 trees. Little Brown Bear at 4 apples. Mama Brown Bear pulled out 6 jars of honey and let Little Brown Bear eat one of them. Mama Brown Bear read Little Brown Bear 6 books before bed. Little Brown Bear got 7 bear hugs from his teddy bears. Mama Brown Bear gave Little Brown Bear one more hug so he had 8. Mama Brown Bear gave Little Brown Bear 9 bedtime kisses. Little Brown Bear told his mom he loves him more than 5+5. Mama Brown Bear tells Little Brown Bear she loves him more than all the stars in the sky. Little Brown Bear finally falls asleep.
  • Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
  • Theme – Love. Mamas always love their children more than anything.
  • Visualize – Visualize 10 things that you love…but not as much as your mama.


http://www.teacherspayteachers.com/Product/Count-the-Ways-Little-Brown-Bear-Favorite-Part
IT'S FREE!!

Happy Reading!

0

Snip, Snip...Snow! by Nancy Poydar - Teaching Ideas


I know, I know, it is a little late for a snow book, but I got buried under a bunch of other reviews and kind of got forgotten about. So instead of waiting to post it (and chancing it getting lost again) I am posting it now.

This is a story I think only kids that live in the snow can truly "get". The main character Sophie is waiting for and wanting it to snow really, really bad. She is tired of it just being freezing cold, with no snow. 

When she gets home from school she hears the weatherman forecast snow, which excites Sophie. Sophie runs around the house getting all her snow stuff ready for the morning of snow. But to her dismay morning comes but the snow didn't. She is so upset!

When she gets to school, she talks her teacher into letting them create their own snowstorm by making their own snowflakes. As the class is finishing up, it starts to snow. Sophie is delighted! She rushes home after school so she begin her snow time adventures. 

Reading level: 1.5 
Theme/subject: weather
Genre: general fiction 

Suggested Vocabulary/phrases: bare, weatherman, forecast, stalled, peered, wafting 

Reading skills and strategies:

  • Asking questions - {possible questions before} I wonder what the story will be about. I wonder if it is really snowing or they are just making snowflakes.  {possible questions during} I wonder why her parents are happy that it didn’t snow. I wonder what the broom, raisins and carrot are for. I wonder why she is so mad that it didn’t snow. {possible questions after} I wonder if she had to go to school. I wonder what else she will do in the snow. **Remember to have your students answer/reflect their questions.
  • Author's point of view – Third. Be sure to find 3 pieces of evidence to support this.
  • Author's purpose – entertain {evidence} the illustrations are very colorful. It was funny how excited Sophie got when she heard it was going to snow. The kids did lots of fun stuff in the snow. All these things made a very entertaining story.
  • Beginning, middle, end - {most important event from beginning} It was so cold but there was no snow. {most important event from middle} The weatherman said it would snow. {most important event from end} Sophie was so happy that it finally snowed. 
  • Cause and effect – Why did Sophie have to wear a heavy jacket, mittens and her hood? Because it was so cold. Why did Sophie complain? Because she really wanted it to snow. Why was Sophie so happy? Because the weatherman forecasted snow. Why did Sophie put a carrot, box of raisins and a hat by the door? Because she wanted to make a snowman. Why did Sophie’s mom and dad look pleased? Because the snow did not come. Why did Mrs. Bloom let Sophie pass out white paper? So they could make their own snow. Why did Sophie say she was recycling? Because she made a snowman out of the scraps by her chair. Why did Mrs. Bloom tell the children to “Shhh”? So they could hear how quietly the snow fell.
  • Character analysis - describe Sophie {looks like, feelings, thoughts, character} 
  • Character changes – (beginning) Sophie was frustrated because there was no snow. (middle) Sophie was happy because the weatherman forecasted snow. (middle) Sophie was angry because it didn’t snow. (end) Sophie was happy because it finally snowed.
  • Classify & categorize – Things to do when it snows: inside, outside
  • Compare & contrast – Sophie and her parents. 2 different snowflakes.
  • Connections - {possible text-to-self connections} Wanting it to snow. Making snowflakes out of paper. Having it start to snow at school. Walking home in the snow. Making a snowman. Sledding.
  • Drawing conclusions & inferencing – Why do you think Sophie’s parents were happy when there was no snow in the morning? {text clues} Mom said, “No shoveling.” and “It’s nice without snow.” {what I know} My mom and dad always work hard outside after it snows. {my conclusion} I think Sophie’s parents were happy when there was no snow in the morning because it meant that they didn’t have to shovel the snow.
  • Fact & opinion{fact} There was no snow in the beginning of the story. The weatherman forecasted snow. Sophie put a carrot, box of raisins and a hat out by the door. There was no snow in the morning. Sophie’s class makes snowflakes. {opinion} Sophie’s mom and dad don’t like snow. Mrs. Bloom was angry about the mess in her classroom. Sophie thinks sledding is the most fun in the snow. Mom thinks shoveling snow is the worst job to do.
  • Main idea & details - {main idea} The story is mainly about Sophie wanting it to snow. {details} Sophie was too excited to eat and sleep when she thought it was going to snow. Sophie got all of her stuff ready to play in the snow. Sophie was so angry that it didn’t snow that she asked her teacher if they could make their own snow.
  • Plot - the turning point or climax in the story was when it finally started to snow.
  • Predict – What do you think the story is going to be about? Do you think it really will snow? What do you think the carrot, raisins and hat are for? What do you think Sophie will do since there is no snow? Do you think it will ever snow? What do you think Sophie will do first in the snow?
  • Problem & solution - {problem} Sophie really wants it to snow. {solution} She gets all her snow stuff ready. She asks Mrs. Bloom if they could make their own snow.
  • Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
  • Strong thought – Sophie’s mom and dad were happy when it didn’t snow. What could you tell Sophie to explain that not snowing was a good thing.
  • Summarize - {someone} Sophie {wanted} it to snow {but} but it didn’t {so} so she went to school and asked her teacher if they could make their own snow. After making their own snow it {finally} finally snowed.
  • Visualize – Sophie got everything ready that she wanted to do in the snow. Visualize what you would do to get ready for the snow.
 

http://www.teacherspayteachers.com/Product/Snip-SnipSnow-Character-Change

Happy Reading!



1

Roll, and Read Spring



A new set of Roll, & Read cards with new sight words. This set concludes the 220 Dolch Basic Sight Word List that I have. If you have downloaded each of the games then you have all the words.


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


Have fun!

0

The Importance of Beginning, Middle, and End


The thing (story) should have plot and character, beginning, middle and end. Arouse pity and then have a catharsis. Those were the best principles I was ever taught. --Ann Rice

Beginning, middle, end is easily defined as the 3 parts that make up a story. Let’s face it, you can’t have a story if you don’t have a beginning, middle, and end. There are many other elements that must be included in the beginning, middle, and end, and when they are all put together you have a complete story.

If you have purchased or downloaded any of my products and it includes a BME (Beginning, Middle, End) portion then you will see this on the directions page.

Identifying the most important event from the beginning, middle and end of the story helps a reader understand how organization, sequence, and plot make a good story. This can then be applied to their own writing.

Let’s start by looking at each piece individually.

The beginning – it is the first part of the story. It is where the writer captures the reader’s attention, either with a great opening line, a detailed description of the character or setting, or a glimpse into the topic, problem, or theme of the story. The beginning will also set the mood for the reader; will it be happy and exciting, dark and mysterious, or silly and entertaining? A good beginning makes you want to read more.

The middle – it is where the bulk of the story rests. It explains the topic, gives important key details, and holds the reader’s attention, but most importantly it is where we reach the climax or turning point of the story. If the middle is good, it will start the reader thinking about how the story is going to end.

The end – this is where the story comes to a close, it is the conclusion and solution to the problem. It is where the character learns a lesson or comes to terms with the events of what happened.  A good ending will keep the reader thinking about the story, long after it is finished. A great ending leaves the reader feeling satisfied.

In picture books, it is important to look at the illustrations. They can tell us as much as the text and can also help us focus in on what is important.

We refer to the beginning, middle and end of the story all the time.
  • We describe character and character change from the beginning, middle, and end of the story.
  • When we sequence the story, we look at the beginning, middle, and end of the story.
  • When talking about plot, we look at the events from the beginning, middle, and end of the story.
  • When we look at important events from the story, we pick one from each the beginning, middle and end of the story.
  • Problem and solution relies on events from the beginning, middle and end. What is the problem? How do you know it is a problem? How was it solved? How do you know it was solved? All from the BME.
  • We summarize by looking at events from the whole story, the beginning, middle and end.
When I teach BME, I like for the students to focus on what they think is the most important event from each section. For example:
  • The most important event from the beginning of the story is usually some sort of description or action from the character.
  • The most important event from the middle of the story is usually the problem, or climax in the story.
  • The most important event from the end of the story is usually the solution, the message, or how the character feels about how the problem was solved.

Once the students find the most important events, I then ask the question, WHY?

Why do you think that is the most important event?
  • Could the rest of the story have happened if that event, action or feeling wasn’t in the story? 
  •  Does that event lead us to the most important event in the middle? In the end?
  • Do those 3 events give a brief summary of the story? 

Let’s look at the book Muncha! Muncha! Muncha! by Candace Fleming. The most important event from the beginning happens 4 pages in when Mr. McGreely actually plants the garden that he has wanted for years. As the story progresses the local bunnies start to eat Mr. McGreely’s garden and Mr. McGreely gets angrier and angrier. The most important event from the middle is when he finally builds a wall that he is sure the bunnies won’t be able to go around, through or under. This also happens to be the climax of the story. The most important event from the end of the story is when Mr. McGreely finds that his garden is untouched by the bunnies - because of the wall he built - but he finds them in his basket eating the vegetables he just picked. If you look at the illustration at the very end of the book you find the bunnies and Mr. McGreely all munching on carrots, which makes you think that Mr. McGreely has conceeded and is now just going to share his garden with the bunnies. This illustration helps to solidify that the event I picked is the most important from the end - the bunnies are going to get his food no matter what he does, so he might as well just share :)
How do my BME events work with the questions I ask my students? Let’s take a look.
Could the rest of the story have happened if that event, action or feeling wasn’t in the story?
  • Well, if Mr. McGreely  never planted his garden, then he would not have had a bunny problem.
Does that event lead us to the most important event in the middle? In the end?
  • Mr. McGreely planting the garden brought bunnies to his garden which in turn, ate all his veggies. As the events unfold, we see Mr. McGreely trying many different things to keep the bunnies out, until at last, he builds the wall that keeps them out – the most important event in the middle.
  • The wall that he built worked so well that the bunnies couldn't get in on their own, but they were able to get in and eat Mr. McGreely's food by hitching a ride in his harvest basket...giving them the opportunity to eat Mr. McGreely's freshly picked veggies.
Do those 3 events give a brief summary of the story? 
  • Here are the 3 events that I picked. Let’s see how they work as a summary.
Mr. McGreely finally plants the garden he has always wanted. When the bunnies keep eating his veggies he builds a big wall that will keep out all the bunnies. The next morning Mr. McGreely finds that the bunnies didn’t get into his garden to eat his veggies, but they were in his basket eating the veggies that he just picked. 

I think that this is a pretty good - not perfect - summary  of what the story is about, which means I picked the most important events from each of the beginning, middle and end of the story.

There are many different graphic organizers that can be used to record BME, or students can simply write Beginning, Middle, and End in their reading journal and write out the events. 

As mentioned above, once students can find the most important event for the BME from their books, you can use this to help them write their stories. Once they know the most important events from the BME of their own story they can fill in the details around those events - how did you get from event 1 to event 2, from event 2 to event 3?  It really does work out so nicely!

Now, after reading all of this, here is my question to you. What do you think is more important, the beginning, middle, or end of the story? What part of the story makes you buy the book, keep reading the book and/or finish the book? Is it that detailed description in the beginning that grabs you, or the twists and turns in the middle, or the ending when it is all wrapped up and you sit there for a few more moments going over what just happened at the end? Hmmm...


I created a BME poster set as well as a graphic organizer to go along with this post.


You can pick this up for free from either one of my stores.
Happy teaching!

1

Inspiration from a Creative Teacher

Inspiration comes in all forms and this week I was contacted by a Kinder teacher from LAUSD Olympic Primary Center.  Mr. Arturo Avina took the classic book Miss Nelson is Missing and with the help of his kinders re-created the story.

Here is the email I recieved from Mr. Avina:

Hello! My name is Arturo Avina and am a kindergarten teacher at Olympic Primary Center in Los Angeles. I wanted to share a film with you that might be of some interest to your readers. As elementary school teachers, one of the stories that most teachers are familiar with is "Miss Nelson Is Missing." It's a classic that has been enjoyed by both teachers and students for many years. It was one of my favorites as a child, and as a teacher, I wanted to share the same story with my students. However, we took it a step further. Instead of reading the story, we decided to make a film out of it, and in the process, incorporate music and dramatic arts. We also focused on reading comprehension as the students were encouraged to read beyond the text and decide what their characters would do and say. Since many of my students are English language learners, acting the story out was very beneficial for them and it also allowed them to focus on oral language skills and vocabulary acquisition. Additionally, we created tie-ins to our social studies units on school and community. It was project that hit many academic areas, but more importantly, gave us all a real sense of accomplishment. It is my hope that educators and students everywhere are entertained by our efforts, and possibly even encourage to blend more performing arts into their curriculum. If you enjoy our film, would you consider posting it? We would appreciate it immensely. We poured a lot of love and work into our project and it is with great pride that we present it to the online community. Thank you for your consideration.

Arturo Avina
Olympic Primary Center
LAUSD

After watching the video you will see why I had to share this. Please watch this amazing video and tell me if you were INSPIRED!





Enjoy!

7

Spring Stamp It Time! Multiplication



Kids need help with multiplication?
Need a center activity?
Want your kids to have fun while practicing math facts?

Then grab a copy of Spring/Easter edition of Spring Stamp It Time! Multiplication.

It's the same game as the March Stamp It Time! it just has new clip art!


You can pick up your copy from either one of my stores.


Enjoy!

2

Caps for Sale by Esphyr Slobodkina - Teaching Ideas



The peddler carries his caps on his head.

The peddler sells his caps.

 The villagers would not buy the peddler's caps.

The peddler decided to take a nap in the country.

When the peddler woke, his hats were missing. The monkeys in the tree had his caps and wouldn't give them back.

He shook his finger and stomped his feet at the monkeys and they still didn't give the caps back.

The peddler was so angry he threw his cap to the ground...monkey see, monkey do!

I love this story. I love the childhood memories it brings back. I love the simplicity of the story.  I love this story.

Listed below are reading skills, strategies and ideas that will help you create a great lesson to go along with this book.  I have also created a packet to go with it, because, did I mention I love this book?


Reading level: 2.9
Theme/subject:  creativity/imagination
Genre: classic fiction

Suggested Vocabulary/phrases: peddler, wares

Reading skills and strategies:
  • Asking questions - {possible questions before} I wonder what the story will be about. I wonder why the man is in the tree. {possible questions during} I wonder why the man carries all the caps on his head. I wonder why no one wants to buy caps. I wonder why the man did not take the caps off his head when he fell asleep. I wonder where the monkeys came from.  {possible questions after} I wonder if anyone will buy caps now.  **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} It is very silly that the man wears all the hats on his head. The monkeys look silly wearing the caps. These things make a very entertaining silly.
  • Beginning, middle, end - {most important event from beginning} The peddler could not sell any caps so he took a walk to the country.  {most important event from middle} The peddler fell asleep against a tree with the caps on his head. {most important event from end} The monkeys finally threw down the hats.
  • Cause and effect – Why did the peddler hold himself very straight? So as not to upset the caps on his head. Why did the peddler put his hand up? So he could feel if the caps were straight. Why did the peddler fall asleep? Because his caps were all there. Why did the peddler look to the right and left of him? Because he was looking for his caps. Why did the peddler talk to the monkeys? Because he didn’t know what else to do.  Why did the monkeys shake their finger at the peddler? Because he shook his finger at the monkeys.  Why was the peddler angry? Because the monkeys would not give the peddler his caps back. Why did the peddler take his cap off and throw it on the ground? Because he was so angry at the monkeys for not giving him his caps back. Why did the monkeys throw the caps onto the ground? Because they were copying the peddler and that is what he did. Why did the peddler walk back to town? So he could try to sell his caps.
  • Connections - {possible text-to-self connections} getting very angry at someone because they won’t do what you want them to do.
  • Fact & opinion – (fact) The peddler wore his caps on his head. He did not sell a cap. He fell asleep against a tree. Monkeys took his caps. The peddler was very angry. The peddler got his caps back. (opinion) The peddler was a nice man. The monkeys were mean to the peddler. The peddler was enjoying his day. The peddler looks silly with all the caps on his head.
  • Main idea & details - {main idea} The story is mainly about the peddler and his caps. {details} The peddler wore his caps on his head. The peddler tried to sell his caps. The peddler slept with the caps on his head. Monkeys took the caps off the peddlers head. The peddler tried to get his caps back from the monkeys.
  • Plot - the turning point or climax in the story is when the peddler got so angry he threw his cap down on the ground.
  • Predict – What do you think the story is about? Do you think the caps will ever fall off the peddler’s head?  Do you think the monkeys will give the peddler his caps back? How do you think the peddler will get his caps back?
  • Problem & solution - {problem} The monkeys took the peddler’s hats and he can’t get them back. {solution} The problem was solved when the peddler got so angry he threw his cap down on the ground.
  • Sequencing – The peddler wore his caps on this head. He tried to sell the caps. Nobody in the village would buy his caps. The peddler walked to the country. He checked his caps then took a nap. The peddler woke up and found that his caps were missing. He looked up into the tree and saw the monkeys wearing his caps. The peddler shook his finger; the monkeys shook their finger back. The peddler shook his hands; the monkeys shook their hands back. The peddler stomped his foot, the monkeys stamped their foot back. The peddler stomped both feet, the monkeys stomped both feet back. The peddler was so angry that he threw his cap on the ground. The monkeys threw their caps on the ground. The peddler stacked his caps and headed back to town.
  • Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
  • Strong thought – When the peddler woke up his caps were missing. He saw that the monkeys had them in the tree. The peddler did not know what to do to get them back. What is something else you could tell the peddler to do to get them back?
  • Summarize - {someone} The peddler {wanted} wanted to sell his caps {but} but the monkeys took all of them. The peddler got so mad that the monkeys {finally} finally gave them back.
  • Theme – it is hard to reason with monkeys.
  • Visualize – The peddler sold caps, and carried them on his head. Visualize what you would sell and how would you carry it around to try to sell.
 

http://www.teacherspayteachers.com/Product/Caps-for-Sale-Reading-Skills-and-Strategies


Happy Reading!

2

Top 10 Books for April


I can't believe April is here already!

Here are my top10 picks, again they correlate with specific days in April. I hope I introduce you to something new, or just remind you of and oldie but goodie!





April 1st is April Fools Day...a super fun day! How many of you are an April Fools Day fan? Gilbert is a huge April Fools Day fan, but unfortunately for him he is the one that everyone is playing tricks on! This is a fun book and will definitely delight your students.






I just love Mark Teague, and this book Funny Farm is classic Teague! I picked this book because April 10 is National Farm Animal Day. Your students will LOVE the silly antics of all the animals and crack up at the illustrations that go with the story.







April 11th is National Pet Day and this book is a fun twist on a persons first pet experience.  In this story Lucy, the bear, finds a little boy hiding in the woods. She takes him home and begs her mama to let her keep the boy as a pet. This story is super silly and will have your kids completely engaged. Do children really make terrible pets? Let your students decide.









April 12th is DEAR (drop everything and read). I love this day, and I sure wish I could really drop everything to read. I have picked Mop Top because it is a book from my childhood. I loved it as a kid and is still one of my favorites. I always have this book close by and it is one I would definitely drop everything for.








April 17th is National Haiku Poetry Day. This adorable book about a puppy that needs a home is all told in Haiku. A great story, and example for your students of what a Haiku is.







Poem in Your Pocket Day is April 18th. Does your school acknowledge/celebrate this day? My kids used to dig through this book Miles of Smiles to find just the right poem. They would take a week to learn it and then on April 18th they would carry that poem in their pocket. Any adult at the school would stop the students throughout the day and ask them if they had a poem in their pocket. If they did, and they could recite it (or read it) they were given school money. My kids LOVED it! I hope your school does something fun!









Miss Bindergarten Gets Ready for Kindergarten is a book that probably all of you have, and you probably read it on the first day of kindergarten. But April 21st just happens to be Kindergarten Day. It might be fun to pull it out and read it again, comparing the first day of kindergarten to today.









April 22 is Earth Day. I picked Michael Recycle as my Earth Day pick because it is just so darn cute! Your kids will get excited about recycling and fall in love with this super green hero!








April 26th is Arbor Day. Do you celebrate this day in any way? We are so lucky to have a city that puts on an Arbor Day show at the local park. The twenty-something year olds that put on the show do such a great job, the kids love, loVE, LOVE it! At the end, each classroom is given a tree to plant and the kids get an Arbor Day coloring book. This book Arbor Day Square transports the reader back in time when a brand new community works together to build their town. On the day their shipment of trees come in, Katie and her papa plant a tree in the memory of mama. A true heartwarming story.






April 30 is National Honesty Day. The first book that popped into my mind was Ruthie and the (Not So) Teeny Tiny Lie. In this book Ruthie tells a not so teeny lie and gets so sick about it that she finally realized that honesty is always the best policy. A great book for a day about honesty.











Do you have a book you always read in April?  If so, do share!

Happy reading!





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