Let's Go Home Little Bear by Martin Waddell - Teaching Ideas



Little Bear and Big Bear are out walking in the woods when all of a sudden Little Bear keeps hearing strange sounds. He keeps stopping and thinking that something is following them home. Little Bear gets so scared that he won't get up and walk home. Finally, Big Bear picks Little Bear up and carries him the rest of the way home. Once home, Big Bear tells Little Bear a story about all the things that could make the noises Little Bear heard on his walk.

This is a super sweet story with many skills and strategies. Listed below you can find what you need to help create a fun lesson or activity that gets your students practicing a skill or strategy they might be struggling with.

I have also created a Visualizing Writing Freebie to go with this.


Reading level: 1.7
Theme/subject: new life experiences
Genre: fiction

Suggested Vocabulary/phrases: plod, plodder, plop, plopper, woo, creak, embers

Reading skills and strategies:
  • Asking questions - {possible questions before} I wonder what the story is going to be about. I wonder if they live in a cave. {possible questions during} I wonder if there really is something following Little Bear and Big Bear. {possible questions after} I wonder if Little Bear will be frightened by those noises anymore.  **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 (they, Little Bear, Big Bear, he, him).
  • Author's purpose – Entertain {evidence} Little Bear is so cute. Little Bear and Big Bear are walking on their hind legs and talking to each other. Little Bear and Big Bear live in a cave with furniture and a fireplace. All these things make an entertaining story.
  • Beginning, middle, end - {most important event from beginning} Little Bear and Big Bear were walking in the woods to their home.  {most important event from middle} Little Bear kept hearing noises behind him and they were scaring him.  {most important event from end} Big Bear told Little Bear a story about all the sounds in the snow.
  • Cause and effect – Why were Little Bear and Big Bear going home? Because their walk was over and it was time to head back home. Why did Little Bear think there was a Plodder behind him? Because he heard plod, plod, plod behind him. Why did Little Bear think there was a Dripper behind him? Because he heard a drip, drip, drip. Why did Little Bear think there was a Plopper behind him? Because he heard a plop, plop, plop. Why did Big Bear carry Little Bear home? Because Little Bear sat down and wouldn’t move.
  • Character analysis - describe Big Bear. Describe Little Bear {looks like, feelings, thoughts, character}
  • Classify & categorize – Categorize noises, classifying scary noises and not scary noises.
  • Compare & contrast – compare and contrast Little Bear and Big Bear
  • Connections - {possible text-to-self connections} Hearing noises that frighten you. Being carried by someone. Having someone tell you a story. Walking through the woods and hearing different noises.  {possible text-to-text connections} Connect to any of the Little Bear books.
  • Drawing conclusions & inferencing – Why did Big Bear tell the story of Plodders and Ploppers and Drippers to Little Bear? {text clues} The story was about all the noises that you would hear in the snow when you are out walking around. {what I know} I know that stories can sometimes help me understand things better. {my conclusion} I think Big Bear told the story of Plodders, Ploppers and Drippers because he was trying to have Little Bear understand that they were all noises that he didn’t have to be afraid of.
  • Fact & opinion{fact} Little Bear is the little bear. Big Bear is the big bear. Little Bear and Big Bear were walking in the woods. Little Bear heard a plod, plod, plod noise. Big Bear carried Little Bear home. Big Bear told Little Bear a story. {opinion} Noises in the woods are scary. Big Bear is very brave. Little Bear is a scaredy cat. Big Bear’s story was scary. It isn’t safe for Little Bear and Big Bear to be in the woods.
  • Main idea & details - {main idea} The story is mostly about Little Bear hearing noises in the woods. {details} Little Bear hears plod, plod, plod. Little Bear sits down and won’t move. Big Bear has to carry Little Bear home.
  • Plot - the turning point or climax in the story was when Big Bear was carrying Little Bear home and explaining what all the noises were that they heard while they were walking home.
  • Predict – What do you think the story will be about? Where do you think they are going? What do you think made the plodding noise? What do you think made the dripping noise? How do you think Big Bear will get Little Bear home? What do you think Big Bear’s story will be about?
  • Problem & solution - {problem} Little Bear is afraid of the noises he is hearing in the woods. {solution} Big Bear carries him home and explains what the sounds are as they hear them.
  • Sequencing – Big Bear and Little Bear went for a walk in the woods. Little Bear thinks a plodder is following them. Big Bear tells him it is just his feet in the snow. Little Bear thinks a Dripper is following them. Big Bear tells him that it is just the noise the ice is making as it melts. Little Bear thinks a Plopper is following them. Big Bear tells him that it is just the snow plopping off the branches. Little Bear sits down and won’t get up. Big Bear carries Little Bear home. Big Bear tells Little Bear a story.
  • Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
  • Strong thought – Little Bear is getting scared of all the noises he is hearing in the woods. What could you do or tell Little Bear to help him not be scared.
  • Visualize – Visualize yourself walking through the woods and hearing the sound SWOOSH. What would you think is making that noise? Describe and explain what it is and how it is making that noise.


http://www.teacherspayteachers.com/Product/Lets-Go-Home-Little-Bear-by-Martin-Waddell-Visualizing-699556

IT'S FREE!!
Happy Reading!


2

David Goes to School By David Shannon - Teaching Ideas



David, David, David! David has a hard time following the rules and doing what he is supposed to in school. The teacher keeps reminding him, the students keep telling on him and finally David has to stay after school so he can clean the desk that he colored all over.

School rules and paying attention are hard for some kids and David shows what it looks like when it is hard. This book has many great teaching opportunities for students, not only does it offer character lessons but it has many skills and strategies that can be utilized as well.

Listed below are those ideas, skills and strategies that can be used to create and fun and engaging lesson for your students. I have also created a packet with those skills and strategies for those that don't want to take the time.


Reading level: 2.5
Theme/subject: school, manners
Genre: humorous fiction

Suggested Vocabulary/phrases: tardy, pay attention, finished

Reading skills and strategies:
  • Asking questions - {possible questions before} I wonder what the story is about. I wonder if David is going to get into trouble. {possible questions during} I wonder why David didn’t go in after recess. I wonder why David always does the wrong things. {possible questions after}  I wonder if David will get in trouble at home. I wonder if David will act the same tomorrow. **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} There are silly illustrations. David does some funny things. David looked funny when he had food all over him.
  • Cause and effect – Why did the teacher say sit down? Because he was up in front of the class making faces. Why did the girl on page 9 look at David that way? Because he yelled out the answer. Why did the teacher say keep your hands to yourself? Because he was going to touch someone with paint on his hands. Why did David see a face and dinosaur in the sky? Because he was using his imagination. How come David and the other boy had food all over them? Because they got in a fight. Why was David told that recess was over? Because he was still on the playground. Why was David told to Shhhh? Because he was making noise in the library. Why does the teacher say, "again"? Because he has to go to the bathroom, again. Why does David have to stay after school? Because he wrote all over his desk.
  • Character analysis - describe David {looks like, feelings, thoughts, character}
  • Classify & categorize – Classify behavior – good and bad.
  • Compare & contrast – you and David
  • Connections - {possible text-to-self connections} your day at school. Having someone in your class that acts like David. The teacher having to tell you to pay attention.  {possible text-to-text connections} No David! They both have David getting into trouble.
  • Drawing conclusions & inferencing – What do you think will happen to David and the other boy after their fight. {text clues} The teacher says “I don’t care who started it”.  {what I know} Kids at my school usually lose their recess when they fight. {my conclusion} I think David and the other boy will lose their recess because of the fight.
  • Fact & opinion{fact} David came to school late. David cut in line. David talked without raising his hand. David was told to Shhhh! in the library. David drew pictures on his desk. {opinion} David is a mean boy. David thinks bubble gum is better than mint gum. I think David started the fight. David was way too loud in the library. David had a good day at school.
  • Main idea & details - {main idea} The story is mostly about David getting in trouble at school.  {details} David was told to raise his hand. David was told to Shhhh! David had to stay after school to clean desks.
  • Plot - the turning point or climax in the story was when David colored on his desk.
  • Predict – What do you think the story is about? Do you think David will get in trouble for being in a fight? What do you think David will have to do after school? Do you think David will get into trouble at home? Do you think David will have a better day at school tomorrow?
  • Problem & solution - {problem} David was in trouble all day at school. {solution} David had to stay after school to clean desks.
  • Sequencing - David was late. David was in front of the class making faces. David was chewing gum. David didn’t raise his hand. David played with paint. David stared out the window. David cut in line. David was in a fight. David was loud in the library. David had to go to the bathroom again. David colored on his desk. David had to clean the desks.
  • Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
  • Strong thought – David kept interrupting the class and doing things that got him in trouble. What would you say to David to help him know that it is not okay for him to do all those things?
  • Theme – when you misbehave at school you will get in trouble.
  • VisualizeDavid got in trouble for doing all sorts of things. Visualize what you do in class so that you don’t get into trouble; now visualize what David should do to not get into trouble.



http://www.teacherspayteachers.com/Product/David-Goes-to-School-by-David-Shannon-Skills-and-Strategies-700567



Happy Reading!


2

School Sleepover

This past week we had a school sleepover for our kinders and firsties. We met at school at 6:30pm, everyone bringing dinner for their own family and a dessert to share. The kids and families spent the next hour and a half talking and playing on the playground - most of the kids playing in their pj's.

By 7:45 we headed to the classroom where we were going to sleep and had all the parents get their kids into their jammies and their sleeping bags rolled out and beds set up.

At 8:15 we told all parents it was time to leave. Some parents left and were fine, other parents left a nervous wreck! For the majority of the students this was their first sleepover EVER! We assured all the parents that everything would be fine.

There was not one child that cried when their mom and dad left. They were SOOOOO excited to be at school, with their friends, in a sleeping bag, with their teachers.

By 9:00 the kids had their teeth brushed, potty needs taken care of and  all settled into their sleeping bags. They voted for which movie they wanted to watch and the Little Mermaid was it.

Once the movie started most of the kids settled in,  but just like in class, there were those that just couldn't control their movements or mouths!

By 10 or so we had the movie finished and lights out...with those that continued to get up and go to the bathroom, multiple times! By 10:30 everyone was asleep.

We had a snorer, a cougher, a sneezer and a sleep walker! We had a few make it to the bathroom (we were in a kinder room that had bathrooms in the room) and back to their sleeping bag in the dark without being afraid or stepping on anyone.

By 5:30am the first batch woke. They tried to play quietly but  they were the ones that are NEVER quiet, so one by one the others woke.

By 6:30 we had them playing outside on the kinder playground, in their pj's - hopefully they didn't wake too many of the neighbors!!

At 7:00 we fed them breakfast (cereal, milk, banana's and muffins were donated by parents). We started rolling sleeping bags, folding blankets and getting dressed (most didn't have clothes to change into, which they thought was great because they loved playing in their jammies!!).

By 8am the parents started showing up and all kids were picked up by 8:15. We had two awesome moms bring us Starbucks - decaf so we could go home and sleep - how thoughtful!

The night went great! In all the years we have had the sleepover this was the first one where we had no crier's, calls home or potty accidents!

This was definitely a great way to close out the year, especially since the school is closing at the end of the year and all the kids will be going to different schools. I hope this is one memory they will never forget!




4

Alligator Baby by Robert Munsch - Teaching Ideas



Robert Munsch has done it again with this fun book about a family that delivers a baby at the zoo and accidentally brings home a baby alligator instead of their baby. Silliness ensues as they keep going back to the zoo and keep bringing home the wrong baby. Your students will love how each of the baby animals respond to being in the arms of humans. Finally at the end of the story the daughter comes to the rescue of her new baby brother. She goes to the zoo, finds her brother and brings him home.

Below are listed the skills, strategies and ideas that would work great with this book. You can pick and choose what your students need practice with and create a fun activity for them to practice the skill or strategy they need help with.

I have created a Main Idea Freebie to go along with this story.

Reading level: 3.5
Theme/subject: family
Genre: humorous fiction

Suggested Vocabulary/phrases: jealous, flapped, wombat

Reading skills and strategies:
  • Asking questions - {possible questions before} I wonder what the story is going to be about. I wonder where they got the alligator baby.  {possible questions during} I wonder why the parents left Kristen all alone. I wonder why the parents keep getting the wrong baby. {possible questions after} I wonder if the animal parents will go back to the zoo.  **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 (they, Kristen, Kristen’s mom, Kristen’s dad).
  • Author's purpose – entertain {evidence} the alligator baby bit the mom and dad’s nose. The otter baby slapped the dad in the face. The gorilla baby swung from the mom and dad’s ears. All these things are completely silly and make an entertaining story.
  • Beginning, middle, end - {most important event from beginning} Mom and dad ended up at the zoo to have their baby. {most important event from middle} Kristen rode her bike to the zoo to find her brother. {most important event from end} All the animal parents came to get their babies back.
  • Cause and effect – Why did mom and dad have their baby at the zoo? Because they got lost on the way to the hospital.  Why did the baby reach up and bite Kristen’s mother and father on the nose? Because the baby was a baby alligator. Why did Kristen’s father get flapped in the face? Because the baby was a baby seal. Why did Kristen’s mother and father have a baby gorilla hanging from their ear? Because they took the wrong baby from the zoo. Why did Kristen ride her bike to the zoo? Because she needed to find her baby brother. Why did the gorilla give Kristen her baby brother? Because she bit her on the nose. How come Kristen’s family did not have to take the animals back to the zoo?  Because all the animals came to the house to get their babies.
  • Character analysis - describe mother and father. Describe Kristen. {looks like, feelings, thoughts, character}
  • Classify & categorize – Classify animals – classify land animals and water animals.
  • Compare & contrast – your parents to Kristen’s parents.
  • Drawing conclusions & inferencing – Why do you think Kristen’s parents kept taking the wrong baby? {text clues} The parents didn’t look at the baby until Kristen uncovered it. {what I know} I know that if someone keeps making the same mistake then they probably are not paying attention to what they are doing. {my conclusion} I think Kristen’s parents kept grabbing the wrong baby because they were not paying attention to what they were doing.
  • Fact & opinion{fact} Kristen’s mother was going to have a baby. Mother and father drove to the zoo instead of the hospital. Kristen’s parents brought home a baby alligator. The baby gorilla swung from mother and fathers ears. {opinion} Kristen’s mother and father were not good parents. Alligators make great brothers. Baby seals are cute. Kristen was more responsible than her parents. Kristen is going to be a good big sister.
  • Main idea & details - {main idea} the story is mostly about Kristen’s mother and father bringing home the wrong baby. {details} Mother and father brought home a baby alligator. Mother and father brought home a baby seal. Mother and father brought home a baby gorilla.
  • Plot - the turning point or climax in the story was when Kristen finally went to the zoo to find his brother.
  • Predict – What do you think the story is going to be about? What do you think is in the blanket with a green tail? What do you think the alligator is going to do? What do you think is in the blanket with a flipper? What do you think the seal is going to do to mother and father?  What do you think the gorilla is going to do to Kristen’s parents? Where do you think Kristen will find her baby brother? What do you think Kristen will do to the gorilla to get her baby brother back? How do you think the baby animals will get back to the zoo?   
  • Problem & solution - {problem} Kristen’s mother and father keep bringing home the wrong baby. {solution} Kristen finally went to the zoo to find her baby brother.
  • Sequencing – Kristen’s mother was about to have a baby. Kristen’s parents got lost and ended up at the zoo. They brought home a baby alligator. The alligator bit their noses. They brought home a baby seal. The seal slapped father in the face. They brought home a baby gorilla. The gorilla hung from mother and father’s ears. Kristen rode her bike to the zoo. Kristen brought her baby brother home. The animal parents burst into the house and got their babies.
  • Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
  • Strong thought – Kristen’s parents kept bringing home the wrong baby. What would you say to them to make them pay attention to what they are doing?
  • Visualize The baby alligator bit mother and father on the nose. The baby seal slapped father in the face. The baby gorilla hung from mother and father’s ears. Visualize a different animal that they might bring home. What is that animal and what would it do to Kristen’s parents?



http://www.teacherspayteachers.com/Product/Alligator-Baby-by-Robert-Munsch-Main-Idea-699540

IT'S FREE!!
Happy Reading!


5

PE Challenge - Create Your Own PE Game

This past week I subbed in the same 3rd grade class all week. I love week long assignments because I can teach something from beginning to end and see the results of my teaching efforts.

On Monday we were supposed to go out for PE but it was 95 degrees so we couldn't go out. I had to come up with something for those 50 minutes so I decided to have the kids come up with their own PE games. I knew the rest of the week was going to be much cooler, so I knew I had time to play the games they came up with.

I had the student get into groups of 3 to 4, groups of their own choosing.

The groups needed to talk about and agree upon what they were going to do, here are the requirements they needed to follow:

  • Name of the game - could be a variation of an existing game or a completely made up game.
  • Number of players - would it be teams, groups or individual?
  • The play area or boundaries - they needed to think of our playground area and decide where their game was going to be played.
  • Materials Needed - their game could only be played with whatever balls or PE equipment we had available to us in the classroom.
  • Rules: They needed to come up with all the rules for the game.
The rules were much harder for them to write out. They had a hard time thinking through the whole game and what rules needed to be stated. As the students worked on this I walked around asking questions like:

What do they do if they are tagged - sit, go out, become one of the taggers, etc.?
Is there a free space? What does that mean? How long can they be free?
How is the winner determined?
How does the game restart?

These questions helped guide them in their rule writing.

Throughout the week I picked 2 games a day to play. I broke the class into 2 groups and 1/2 way through switched the kids so they got a chance to play each game.

I only had to intervene a few times when the game managers lost control of their players. Each day we ended with a debriefing on what worked and what didn't. How game managers needed to maintain control and how players needed to be more respectful and cooperative. Overall, it was very successful and ALL the kids had a great time! They loved all the different games and struggled with, but liked being the game managers.

Here are a few pictures of the games being played with their papers and drawings. I just love the names they came up with for the games.




I created a PE Challenge worksheet if you would like to try this out with your class, I highly recommend it!!

You can pick this up from either one of my stores - for FREE!
Happy Playing!



0

A Pocket Full of Kisses by Audrey Penn - Teaching Ideas

Chester loves his mom and the kissing hands that she always gives him. One day, Chester sees his mom give his brother a Kissing Hand and he gets so upset. Chester thought Kissing Hands were just for him and was worried that she might run out of them. Mom explains to Chester that kisses are like stars, there are enough for both him and his brother. Mom then considers Chester and decides that because he is a big brother he should have something extra special. She gives him a kiss for his pocket so he can pull it out whenever he feels like he needs an extra kiss.

Below are a list of skills, strategies and ideas that you can use to create a meaningful lesson. I have also created a packet that includes most of what I have listed below.

Reading level: 2.4
Theme/subject: family, new life experiences
Genre: fiction

Suggested Vocabulary/phrases: tenderly, motherly tone, warm and inviting, in the blink of a moment, paled, settled in

Reading skills and strategies:
  • Asking questions - {possible questions before} I wonder what the story is about. I wonder what a pocket full of kisses means. {possible questions during} I wonder why Chester got so upset when his mom gave his brother a kissing hand. {possible questions after} I wonder if Chester’s brother will want a kiss for his pocket.  **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 uses very descriptive language. The illustrator drew beautiful pictures. Chester was happy when he got the kiss for his pocket. All of these things make an entertaining story.
  • Beginning, middle, end - {most important event from beginning} Mrs. Raccoon gave Chester a Kissing Hand.  {most important event from middle} Chester saw Mrs. Raccoon giving Ronny a Kissing Hand and he got very upset.  {most important event from end} Mrs. Raccoon gave Chester a special kiss for his pocket.
  • Cause and effect – Why does Chester want to give back his brother? Because he plays with his toys, swings on his swing and reads his books. Why could Chester hear his mother’s words in his head? Because he pressed his Kissing Hand to his cheek. Why was Chester the happiest raccoon in the forest? Because he just got a Kissing Hand from his mom. Why did Chester start to cry? Because he saw his mother giving his brother a Kissing Hand. Why did Chester think his mom didn’t love him anymore? Because he thought his mother gave his brother HIS Kissing Hand. How come mom says she won’t run out of Kissing Hands? Because when someone loves you their kisses are always there, just like the sun-rays are always there. Why does Chester’s mom think he deserves something special?  Because he is the Big Brother. Why did Chester hug his mom at the end of the story? Because she just gave him a special kiss for his pocket.
  • Character analysis - describe Chester. Describe Chester’s mom. {looks like, feelings, thoughts, character}
  • Compare & contrast – compare Chester and Ronny. Compare you and your brother or sister.
  • Connections - {possible text-to-self connections} Not liking your brother. Thinking your mom doesn’t love you.  {possible text-to-text connections} Connect this with the Kissing Hand – both are about Chester, his mom and a Kissing Hand.
  • Drawing conclusions & inferencing – Why does Chester think his mom doesn’t love him anymore when she gives Ronny a Kissing Hand? {text clues} Chester cries and asks his mom why she gave Ronny his Kissing Hand. {what I know} If my mom gives my brother (or sister) the same something special she gave me, it doesn’t feel so special anymore. {my conclusion} I think Chester thought the Kissing Hand was just for him so when she gave Ronny one it was like giving his own and it wasn’t special anymore.
  • Fact & opinion{fact} Chester’s mom gave him a Kissing Hand. Chester wanted to give Ronny back. Chester was sad when he saw his mom give Ronny a Kissing Hand. Kissing Hands will never run out. Mom gave Chester a kiss for his pocket. {opinion} Chester is mean to Ronny. Ronny is a pest. Chester is wrong for thinking his mom doesn’t love him anymore. I think Chester will lose his pocket kiss. I think mom is wrong and the sun will run out of sun-rays.
  • Main idea & details - {main idea} The story is mostly about Chester being upset that his mom gave Ronny a Kissing Hand. {details} Chester cried when his mom gave his brother a Kissing Hand. Chester asked if his mom didn’t love him anymore. Mom explained to Chester that she would never run out of Kissing Hands.
  • Plot - the turning point or climax in the story is when mom explained about the sunrays and the stars.
  • Predict – What do you think the story is about? Do you think they will give Ronny back? What do you think a Kissing Hand is? Why did Chester start to cry? What do you think the story about the stars is going to tell Chester? What was Chester right about? What do you think mom will give Chester as his something extra special?
  • Problem & solution - {problem} Chester doesn’t think Ronny should have a Kissing Hand. {solution} Mom tells Chester about the sunrays and the stars then she gives him a special kiss for his pocket.
  • Sequencing – Chester wants to get rid of Ronny. Mom gives Chester a Kissing Hand. Chester sees mom give Ronny a Kissing Hand. Chester gets upset. Mom tells the sunray and star story to Chester. Mom gives Chester a special kiss for his pocket.
  • Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
  • Strong thought – Mom decides that Chester does need something extra special so she gives him a kiss for his pocket. When do you think Chester might need that extra kiss in his pocket?
  • Summarize - {someone} Chester {wanted} wanted to get rid of Ronny {but} but mom said no {so} so mom gave Chester a Kissing Hand {then} then she gave Ronny a Kissing Hand. {finally} Chester was so upset about Ronny’s Kissing Hand his mom finally gave him a special kiss for his pocket.
  • Theme – moms have enough love for all their kids. 
  • Visualize – Mom gave Chester a Kissing Hand and a kiss for his pocket to help make him feel better. What does your mom do or say to you – either now or when you were younger – to make you feel better?







http://www.teacherspayteachers.com/Product/A-Pocket-Full-of-Kisses-by-Audrey-Penn-Reading-Skills-and-Strategies

Happy Reading!


2

One of Each by Mary Ann Hoberman - Teaching Ideas


Oliver Tolliver loved his life. He had a cozy home and one of each of everything, just for him. Oliver was so happy with what he had he decided to invite someone over to see his home. When Miss Peggoty Small came to see his home she was not all that impressed. Oliver could not understand why she did not think it the most perfect home. She  explained to him that it was perfect for one, but not for more than one. Where was she to sit? How could she enjoy a cup of tea when there was only one tea cup? Oliver realized that having just one of each meant he could not have friends over. Oliver decided to fix this problem, he went and bought two of everything. Now Oliver has friends over and they are all happy and comfortable as they share his two of everything.

Listed below are the reading skills and strategies that you could use to create and fantastic lesson, or you could use the FREE classify and categorize page I made to go along with it. Students will classify quantities by categorizing things that come in one's or in two's.


Reading level: 2.5
Theme/subject: sharing, friends
Genre: general fiction

Suggested Vocabulary/phrases: tumbledown, delight, collection, trouser, bureau, dreary, cavorted, accord

Reading skills and strategies:
  • Asking questions - {possible questions before} I wonder what one of each is. {possible questions during}  I wonder why Oliver thinks one is the best. {possible questions after}  I wonder if Oliver will buy more than 2 things now than he has more than one friend. **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 story is written in rhyme. Animals don’t wear clothes or live in houses. This all makes an entertaining story.
  • Beginning, middle, end - {most important event from beginning} Oliver lived in one little house. {most important event from middle} Oliver invited a friend to see his things. {most important event from end} Oliver decided he needed more than one so he could have more than one friend over.
  • Cause and effect – Why did Oliver have one of each? Because there was only one of him. Why did Oliver invite Peggoty Small over? Because he wanted to show off his stuff.  How come Peggoty did not think one of each was good? Because there was no room for one more. Why did Oliver rush out the door?  Because he had to go buy one more. Why was Peggoty so happy when she came back over to Oliver’s house? Because Oliver made his house cozy for two. How come Oliver cut up all his fruit? So he could share it with more than one person.
  • Character analysis - describe Oliver {looks like, feelings, thoughts, character}
  • Character changes – In the beginning Oliver thought one of each was the best. Everything was just perfect for him. At the end of the story Oliver decided that he needed more than just one so he could invite friends over.
  • Classify & categorize – Classify quantities: things that come as one and things that come in twos.
  • Compare & contrast – compare things you can do by yourself and things that you need more than one person to do.
  • Connections - {possible text-to-self connections} having one of something. Needing more of something so you can have friends come over.
  • Drawing conclusions & inferencing – Do you think Oliver will buy more than one now that he has more than one friend?  {text clues} Oliver liked having more friends over. {what I know} It is better when there is enough for everyone. {my conclusion} I think Oliver will now buy more than 2 things so he can have all his friends over at one time.
  • Main idea & details - {main idea} The story is mainly about Oliver and his house.  {details} Oliver had one of everything. Oliver invited Peggoty over to see his house. Oliver decided to buy more stuff so he can have more friends.
  • Plot - the turning point or climax in the story was when Peggoty came over and told Oliver it wasn’t suited for two.
  • Predict – What do you think the story will be about? What do you think Peggoty will think of Oliver’s house? How do you think Oliver will respond to what Peggoty said about his house? How will Peggoty respond to Oliver’s house now? What do you think Oliver’s idea was?
  • Problem & solution - {problem} Oliver only had one of each. {solution} Olive bought more so he could invite more than one friend over.
  • Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
  • Theme – It is important to make sure your friends area comfortable when they come to your house. It is better to have two of each, that way each person gets their own.


http://www.teacherspayteachers.com/Product/One-of-Each-by-Mary-Ann-Hoberman-Classify-and-Categorize
IT'S FREE!!

Happy Reading!


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Move Over, Rover! by Karen Beaumont - Teaching Ideas



Rover is snug as a bug in his doghouse when it starts to rain. He is happy to be out of the rain but then he gets some unwanted company. The cat, mouse, blue jay, raccoon and others come to his doghouse to get out of the rain. Soon Rover and all his soggy friends get a surprise visitor...a skunk! What will they do now?

Listed below are the skills and strategies you can use to create a lesson or practice activity for your students. I have also created a FREE sequencing activity if this is something your students need practice with.


Reading level: 2.6
Theme/subject: weather, animals
Genre: animal stories

Suggested Vocabulary/phrases: skit-scat, whiff, skitter, scatter, scamper, scurry, romping, sopping

Reading skills and strategies:
  • Asking questions - {possible questions before} I wonder what the story is about. I wonder why Rover needs to move over. {possible questions during} I wonder if the blue jay will fit in the doghouse. {possible questions after} I wonder if the doghouse still smells like skunk.  **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 story is told in rhyme. Animals are always entertaining. The illustrator drew cute animals. All of these things make an entertaining story.
  • Beginning, middle, end - {most important event from beginning} It started to rain while Rover was in his doghouse. {most important event from middle} All the animals got into the doghouse to get out of the rain. {most important event from end} The skunk stunk up the doghouse and all the animals left because of the smell.
  • Cause and effect – Why did the animals all go into the doghouse? Because of the rain. Why did all the animals flee the doghouse? Because the skunk stunk up the doghouse. Why was Rover happy? Because he was all alone in the doghouse.
  • Main idea & details - {main idea} the story is mostly about the animals finding shelter from the rain. {details} The cat came in. The raccoon came in. The blue jay came in.
  • Plot - the turning point or climax in the story is when the skunk stunk up the doghouse.
  • Problem & solution - {problem} It started to rain and all the animals needed to get out of the rain. {solution} All the animals squeezed into Rover’s doghouse.
  • Sequencing – Rover was in his doghouse. It started to rain. The cat came in. The raccoon came in. The squirrel came in. The blue jay came in. The mouse came in. There was a terrible smell. All the animals ran out. The skunk was left in the doghouse. The storm is over. Rover is all alone in the doghouse.
  • Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
  • Visualize – When it started to rain Rover snuggled into his doghouse. Visualize where you want to be when it starts to rain with thunder and lightning?

http://www.teacherspayteachers.com/Product/Move-Over-Rover-by-Karen-Beaumont-Sequencing


Happy Reading!


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Comparative and Superlative 4 in a Row



Comparative and superlatives can sometimes be difficult and need lots of practice.  When do you use –est, when do you use –er? Those are the questions your students will ask when using comparatives and superlatives.

To help with this question I came up with this fun game to practice this.

My tutor students have had a fun time playing this game. After drawing a card they spin the spinner to see if they will be adding –er or –est to the end of the word. Once they have their new word they must find a sentence that fits the word.

Once they find their sentence they mark the board and record it on their sheet.

This is a fun way for your students to practice this, my tutor kids LOVE it!!


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

Enjoy!

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