My Most Wishlisted TpT Product - Linky

I am a bit late to the party, but that is what happens as life moves along. Anyway, I have linked up with Classroom Confections to share my most wishlisted product on TpT as well as find some hidden gems - which I have.


My most wishlisted product is my David Goes to School Reading Skills and Strategies packet.


There are more than 100 TpT sellers listing their top item. Click on over and see what other teachers are wishing for.


Happy Hunting!

0

Instagram


I am having SO much fun with Instagram!


It lets me be creative in a whole other way and with all the free photo editing apps I am in H.E.A.V.E.N !!  I so enjoy taking pictures of things that make me happy throughout the day, and then editing them with borders, colors, sparkles, and words.


I feel like Instagram shows a totally different side of me. It takes me out of teacher, picture book, blogger mode and allows me to share a more personal side, my likes and dislikes of everyday life – things I wouldn’t necessarily blog about.
 

Getting to know the more personal side of fellow bloggers has been a lot of fun as well. I feel like I know these amazing women just a little bit better and feel more of a connection with many of them.


The one thing that I am hoping won’t happen with Instagram is being inundated with products. I love seeing ideas and sharing blog posts, but I really don’t want my Instagram feed to turn into my Pinterest feed. So far everyone that I follow has been very good about keeping products to a minimum, and that makes me happy!

I found a great site that allows you to put your Instagram feed on your blog, the site is called SnapWidget. It is super easy to do, just add a widget and input the code they give you. Check out my side bar to see some of the pictures I have shared on Instagram.

I also added an Instagram link on the side bar to my for those that would like to follow me.

If you are a little intimidated because you don’t feel like you are that creative, have anything to share or are unsure of #hashtags, don’t worry you don’t need any of that to be a part of Instagram.  Even if you don’t share a lot, it is fun to follow and comment and like those that you follow, and as far as the #hashtags go, they are simply used for search purposes and I really don’t care if others find my pictures so I rarely add them.

If you are not an Instagram user yet, I hope I have piqued your curiosity, if you are, click on over and follow me.

Happy Clicking!

4

Officer Buckle and Gloria by Peggy Rathmann - Teaching Ideas


All Officer Buckle wants to do is keep everyone safe, but nobody ever listens to him, that is, until Gloria joins the police department. With Gloria in tow, the students around the city are sitting up and paying attention to Officer Buckley and his safety tips, or are they? Unbeknownst to Officer Buckle, Gloria is entertaining the kids behind his back! He copies Officer Buckle and acts out some of the safety tips. Officer Buckle finally sees what Gloria is doing and gets upset. He is so upset that he stops giving his safety speeches. Will Officer Buckle ever give another safety speech? Will Officer Buckle ever forgive Gloria? Your students will love discovering the answers to these questions!

This book not only has a ton of teaching opportunities with regard to skills and strategies but it is a great jumping off point for talking about rules and how rules can keep you safe.

Listed below are some ideas, skill, and strategies that you can use to create or add to existing lessons.

Because this is such a great teaching book I created a packet full of skills, strategies and writing activities to use when teaching with this book.

Reading level: 2.5
Theme/subject: school, teamwork, friendship, safety
Genre: humorous

Suggested Vocabulary/phrases: thumbtacked, swivel chair, business as usual, sitting at attention, plenty of expression, applauded, shocked,

Reading skills and strategies:
  • Asking questions - {possible questions before} I wonder what the story is going to be about. I wonder what kind of show they are doing. {possible questions during} I wonder why the kids’ teachers didn’t make them listen to Officer Buckle when he came for the safety assembly. I wonder what Officer Buckle saw when he watched the evening news.   {possible questions after} I wonder what other safety tips Officer Buckle will come up with.  **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 (she, he, Officer Buckle, Gloria).
  • Author's purpose – entertain {evidence} Gloria did amazing tricks for a dog. Gloria was signing autographs and dogs can’t do that. The illustrations were very silly. All these things make a very entertaining story.
  • Beginning, middle, end - {most important event from beginning} All the kids slept while Officer Buckle gave his safety assembly. {most important event from middle} Officer Buckle started taking Gloria to his safety assemblies. {most important event from end} Officer Buckle got a letter from Claire telling him that they missed him at the safety assembly.
  • Cause and effect – Why did the kids start listening to Officer Buckle during the safety assembly? Because they were watching Gloria copy Officer Buckle. Why did Officer Buckle think that his safety tips were so funny? Because the kids clapped and cheered and laughed. Why did Officer Buckle think the kids’ drawings showed a lot of imagination? Because there were pictures of Gloria doing tricks. Why did Officer Buckle not want to do his safety speech for Napville School? Because he saw the news with Gloria doing tricks while he gave his speech. Why did Claire’s note make Officer Buckle smile? Because it said that he was missed.  
  • Character analysis - describe Officer Buckle. Describe Gloria {looks like, feelings, thoughts, character}
  • Character changes – In the beginning Officer Buckle seemed a bit sad because no one listened to his safety tips. At the end Officer Buckle was happy because he had Gloria and everyone listened to his safety tips.
  • Classify & categorize – Things that are safe and unsafe.
  • Compare & contrast – compare and contrast Officer Buckle and Gloria.
  • Connections - {possible text-to-self connections} Having a school safety assembly. Seeing a police dog. Having a police officer come to school for an assembly.
  • Drawing conclusions & inferencing – 1. Why do you think Claire’s letter was Officer Buckle’s favorite? {text clues}The letter was written on a star shaped paper. The letter showed Officer and Buckle together and said that they make a good team. The letter also showed that Claire practiced one of the safety tips – wearing a crash helmet. {what I know} The letter from Claire looks like she was listening and paying attention to what Officer Buckle said. {my conclusion} I think Claire’s letter was Officer Buckle’s favorite because it seemed like she paid attention and learned something from his safety speech. 2. How come Gloria does not do tricks at her safety speech? {text clues} Officer Buckle was mad or sad or upset because of what he saw on the news. Gloria only ever copied what Officer Buckle did or acted out the safety tip. {what I know} Dogs don’t talk so Gloria cannot give a safety speech. When someone is mad/sad/upset because of something you did it is hard to be happy and act like yourself. {my conclusion} I don’t think Gloria did tricks because she was upset and Officer Buckle wasn’t there for Gloria to copy.
  • Fact & opinion{fact} some kids slept while Officer Buckle gave his safety speech. Mrs. Toppel was standing on a swivel chair. The Napville police department bought a police dog named Gloria. Officer Buckle and Gloria were videotaped. Officer Buckle and Gloria were buddies. {opinion} Gloria was a silly dog. Officer Buckle’s safety speeches were boring. All the kids loved Officer Buckle. Gloria was the best dog. Officer Buckle and Gloria is the best book ever.
  • Main idea & details - {main idea} The story is mainly about Gloria entertaining the kids while Officer Buckle gives his safety speech. {details} Gloria would do flips in the air. Gloria would copy what Officer Buckle was doing. Gloria made the kids laugh and cheer.
  • Plot - the turning point or climax in the story was when Officer Buckle saw the news and saw what Gloria was doing behind his back while he gave his safety speech.
  • Predict – What do you think the story is about? Do you think Mrs. Toppel will fall off the swivel chair? Do you think Gloria will make a good partner? Do you think Officer Buckle will ever see what Gloria is doing behind his back? How do you think Officer Buckle will react to seeing what Gloria does behind his back? How do you think Gloria will be at a safety speech without Officer Buckle?  What do you think will happen after Gloria’s safety speech? Do you think Officer Buckle will keep doing his safety speeches? Will he do them with Gloria?
  • Problem & solution - {problem} No one listened to Officer Buckle and all his safety tips. {solution} Gloria helped the kids pay attention to the safety tips.
  • Sequencing – Officer Buckle gave a safety speech and everyone slept. The police department bought a dog. Gloria started to copy Officer Buckle and the kids started to pay attention. The students clapped and cheered for the safety speech. Officer Buckle got lots of letters with pictures of Gloria. Officer Buckle got lots of calls from schools to come do his safety speech. Gloria and Officer Buckle were videotaped for the news. Officer Buckle watched the news. Officer Buckle wouldn’t give his safety speech anymore. Gloria tried to do the safety speech but she fell asleep and so did the audience. Napville School had a terrible accident. Officer Buckle got a letter from Claire about being missed. Officer Buckle and Gloria are buddies that stick together.
  • Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
  • Strong thought – Officer Buckle looks really mad when he was on the phone with the principal from Napville School. What can you say to him to convince him that Gloria was really helping his speech, not making fun of it.
  • Summarize - {someone} Officer Buckle {wanted} wanted everyone to be safe {but} nobody ever listened {so} so when Gloria joined him they started listening. {then} Then he saw the news and stopped doing his speech. {finally} Finally, Officer Buckle and Gloria became best buddies.
  • Theme – Friends make everything better.
  • Visualize – Gloria was acting out many of Officer Buckle’s safety tips. Pick a tip and visualize what Gloria would do to act it out. Draw a picture of what Gloria would do. 
  • Writing ideas
    o   Pick a safety tip from the book and write about why it is important.
    o   Write your own safety lesson.
    o   Create a book of safety tips.
    o   Write a letter to Officer Buckle about a safety tip and why you think it is important.
      
  •  

http://www.teacherspayteachers.com/Product/Officer-Buckle-and-Gloria-Reading-Skills-and-Strategies-734695

 Happy Planning!

2

Inspiration


It is summer, the time of year we teachers have “extra” time. A time when we think about all the things we want to do with the “extra” time. As the days get longer, so do our lists, as our lists get longer our “extra” time gets shorter and our deadline gets closer and closer…the start of school!

At times I get a bit overwhelmed with everything on my list. I struggle to start new projects, procrastinate on “in progress” ones and then get stressed that there are very few things crossed off my list. I then get mad at myself for stressing out so much during a time of year that I should spend more time with my kids.

I’ve got stacks of books, teacher manuals and my blog binder all staring at me. I see it all and I think of all the work and time I put into a product and my mind starts to stall out. I create all my own fonts, background papers, and graphics to go with each of my products (I don’t want there to be any question about copyright issues) and I get tired just thinking of it all.


I start a project and I think about all the things I want to do with it and pretty soon it is a monumental task, a much bigger activity than I initially thought.

I am inspired and at the same time too tired to do anything about it, but in the end, when it comes right down to it, I LOVE WHAT I DO!!

I love the in depth study I do with each picture book I review.

I love drawing a creating clipart to go with each picture book.

I love working in Photoshop and making the clipart come to life. I love creating background paper to go with the theme of the book and I love figuring out what kind of border would work best.

I love creating freebies for stories that might be read and tossed aside. I love trying to help students dig a bit deeper into a book by having them find the problem, theme, or main idea.

I love creating a huge packet to go with picture books that we all know and love. I love offering so many options in one packet so you can use that book for whatever skill or strategy you are working on, whenever you work on it.

I love differentiating the skill and strategy pages so that you can have all your kids working on the same thing at a level that is right for them.

I love giving teachers ideas, possible questions, and answers to picture books. I want, in some small way, to help make your planning easier. It can be a daunting task to find picture books to use for specific skills or strategies and then taking time to figure out the cause and effect, theme or plot makes your planning even longer. I love giving you back a little of your time.

I love listing and reviewing books that you have but may have forgotten about. It  makes me happy to give old books new life.

And most importantly, I love the feedback I get from you, either from the review information, freebies or packets!

Thank you for keeping me inspired!


3

Five for Friday Link up!

It is Friday again...already, yikes (remember when we couldn't wait til Friday, now we get sad that it is Friday?)!!

Time to link up with Kacey at Doodle Bugs Teaching for the Five for Friday Linky Par-tay!

I have had a busy week with lots of stuff going on, but only one of which had to do with school/blog/TpT. Oh well, it is summer so a little extra fun time is allowed!

Here goes my week in a snapshot.
I spent Monday morning at the surgery center with my daughter. She had a tonsillectomy by an a$$ of a doctor but that is another story for another day. Anyway, she looks very chipper in this picture because all the meds were still working nicely. Today she looks and feels miserable. The say days 3-8 are the worst so it is 4 down, 4 more to go. 



 Tuesday I went shopping with my mom and my other daughter. I have a wedding to go to on Saturday, with absolutely nothing to wear, probably because I HATE shopping! Thankfully, it was a very successful trip and I had fun! I got a dress for the wedding and Madison found some clothes for her senior pictures.The dress is so cute, I am very excited about it!!


 Wednesday night I finished the Reading Skills and Strategies packet for Officer Buckle and Gloria. I had been working on it on and off for a week and I was glad to get it finished and uploaded.


Wednesday afternoon I took Madison to her senior pictures. She had a very cute conservative coral blouse for the senior portrait and got pictures done wearing her cap. For her third change of clothes she had a really pretty skirt and tank and wore her point shoes. The photographer was so great with her and thinking of some wonderful poses with her shoes on and off, I can't wait to see the proofs!!


Thursday morning I woke up to blue skies! Every morning I wake up and look out my bathroom window (the picture below) and normally, at least for the month of June, we get June gloom. Everyone that lives in Southern California knows what I am talking about, gray, gloomy, depressing summer weather. I am hoping that this blue sky is a sign that our June gloom is over and our summer weather, from sunrise to sunset is here.
 
 Well that's it, overall it was a great week! Looking forward to see what next week has in store for me :)

Enjoy your weekend!!


2

I Made It!

This is my menu board!

This menu board is in my backyard right next to my patio table (not set at the moment).

Can  you say LOVE? I L.O.V.E. this board!

We have had a handful of dinners at our house in the past month and I love being able to write the menu on this board, so fun!

This was such an easy project, all I had to do was paint. This little "room" on the back of our house is the water heater and the door to this little room is plywood. So, since it sits right next to the patio table I thought it would be the perfect spot for a chalkboard.

This project was complete in 2 hours. We removed the door, sanded it and painted it with chalkboard paint. When it was dry I had a perfect menu board.

Here is picture of what the door used to look like...blah, right?!?!


And this is how it looks now. I love sitting on the couch outside and staring at my menu board...cute, right?!?!?


Happy Summer!


9

Chris & Croc by Marcus Pfister - Teaching Ideas


Chris has a friend named Croc. Croc is Chris's stuffed animal. Chris and Croc do lots of things together. Chris tried to roller skate, Chris and Croc played with a beach ball and Croc made a parachute from the beach ball that he popped. Croc jumped out of a tree wearing the parachute and Chris climbed the tree too, but decided it was much too dangerous, so he tricked Croc into thinking he jumped out of the tree. At dinner Croc ate all of Chris's spinach and Chris told Croc how great it was to have a friend like him.

This is a great book about imagination and friendship and to go along with it is a list of reading skills and strategies you can use to create your own lesson.

I also created a visualizing freebie to use with this book.


Reading level: 2.0
Theme/subject: friendship
Genre: fiction

Suggested Vocabulary/phrases: teetered and tottered, creeping, crept, parachute, coward, crouched, gunk, gaping mouth

Reading skills and strategies:
  • Asking questions - {possible questions before} I wonder what the story is about. I wonder if Croc is a real crocodile. {possible questions during} I wonder what Chris is going to do with all the pillows. I wonder how they will make a parachute. I wonder if Chris will really jump. {possible questions after} I wonder if Croc is a real crocodile.  **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. (Chris, Croc, his, he)
  • Author's purpose – entertain {evidence} Kids are not friends with crocodiles. Crocodiles do not talk. A crocodile could not have floated down with that beach ball parachute.
  • Beginning, middle, end - {most important event from beginning} Chris brought Croc outside to play. {most important event from middle} Chris and Croc made parachutes out of the popped beach ball. {most important event from end} Chris told Croc that he was happy to have a friend like him.
  • Cause and effect – Why did Croc try to hide from Chris? Because he didn’t want to go out and play. Why did Chris throw his skates in the bushes? Because he fell and hurt himself.  Why did Chris get pillows from the house? So he wouldn’t get hurt when he fell on his roller skates. Why did Croc pop the beach ball? Because Chris scared him. Why did Chris have tears in his eyes? Because he didn’t mean to pop the ball and make Chris sad. Why was Chris nervous? Because he thought he might get hurt jumping out of the tree. Why did Chris tell Croc to look at the hot-air balloon? So he could get down from the tree and pretend like he jumped out. Why did Chris say that it was great to have a friend like Croc? Because he ate all of Chris’s spinach.
  • Character analysis - describe Chris. Describe Croc {looks like, feelings, thoughts, character}
  • Compare & contrast – Chris and Croc
  • Connections - {possible text-to-self connections} Having a stuffed animal that you like to play with. Having a crocodile for a stuffed animal. Thinking your stuffed animal is your best friend. {possible text-to-text connections} Connect this book to Knuffle Bunny by Mo Willems, or Corduroy by Don Freeman. Both books have stuffed animals that are important to the character.
  • Main idea & details - {main idea} The story is mostly about Chris and Croc being friends. {details} Chris and Croc made a parachute. Chris and Croc played with a beach ball. Croc ate all the spinach that Chris didn’t want to eat.
  • Plot - the turning point or climax in the story is when Croc popped the beach ball.
  • Predict – What do you think the story is going to be about? What do you think Chris is going to do with the pillows?  What do you think will happen when Croc climbs the tree with the beach ball? How do you think Croc will make Chris happy again?
  • Sequencing – Chris dragged Croc out to play. Chris found his roller skates in the bush. Chris fell and got hurt riding on his roller skates. Chris put pillows on his body so he wouldn’t get hurt with his skates. Chris threw a beach ball to Croc. Croc popped the beach ball. Chris and Croc made parachutes out of the popped beach ball. Croc jumped out of the tree with the parachute. Chris told Croc to look at the hot-air balloon. Chris climbed out of the tree and pretended like he jumped. Chris and Croc went inside to eat dinner. Croc ate all of Chris’s spinach.
  • Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
  • Strong thought – Chris was nervous about jumping out of the tree with the parachute. Would you agree or disagree with Chris. Why or why not?
  • Visualize – Chris and Croc did many things together. Visualize what you and your stuffed animal do (or did) together. Draw a picture and write about it.

http://www.teacherspayteachers.com/Product/Visualizing-with-Chris-Croc-by-Marcus-Pfister-730498
 IT'S FREE!!

Happy Planning,


3

Cosmo Zooms by Arthur Howard - Teaching Ideas



Every dog on Pumpkin Lane was good at something, except poor Cosmo. He thought about climbing a tree, and then he thought about catching a mouse, but neither of those things Cosmo could do. Cosmo got tired trying to think of something he could be good at, so he decided to lay down and take a nap, but instead of laying on the grass he landed on a skateboard. The skateboard took off and so did Cosmo. Cosmo zoomed down a hill and crashed into a bush. When Cosmo crawled out of the bush the other dogs on Pumpkin Lane were amazed at how well Cosmo handled the skateboard. Cosmo was now good at something!

This book is so cute and has a great lesson. If it is in your library pull it out and use one of the skills or strategies below to help you create a meaningful lesson.

I thought this book was perfect for summarizing so I created a freebie to go with it.


Reading level: 2.4
Theme/subject: animals, individuality
Genre: humorous fiction

Suggested Vocabulary/phrases: howler, herder, round it up, zipped by, underfoot, yelped, hydrangeas, near misses, swoops, swerves

Reading skills and strategies:
  • Asking questions - {possible questions before} I wonder what the story is going to be about. I wonder if the dog’s name is Cosmo. I wonder how he got onto a skateboard.  {possible questions during} I wonder what Cosmo could be good at. I wonder how Cosmo got on that skateboard.  {possible questions after} I wonder if Cosmo will get hurt riding the skateboard.  **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 (Cosmo, his, she, him).
  • Author's purpose – entertain {evidence} The illustrations are very cute. Dogs don’t ride skateboards. Cosmo didn’t get hurt when he crashed into the hydrangea bush. All these things made a very entertaining story.
  • Beginning, middle, end - {most important event from beginning}Cosmo was not good at anything.  {most important event from middle} Cosmo fell asleep on a skateboard and zoomed away. {most important event from end} All the other dogs thought Cosmo was good at riding the skateboard.
  • Cause and effect – Why was Flip named Flip? Because he could catch any Frisbee ever thrown. Why was Puddles named Puddles? Because he could drool for eleven hours in a row. Why did Cosmo get sleepy? Because he was trying to think of something he could be good at. Why did the mailboxes zip by? Because he was on a skateboard. Why did Cosmo plow into the hydrangea bush? Because he didn’t know how to stop the skateboard. Why were the other dogs excited an impressed? Because Cosmo was finally good at something. Why did Cosmo keep riding the skateboard? Because he was good at it and it made him feel good.
  • Character analysis - describe Cosmo {looks like, feelings, thoughts, character}
  • Character changes – in the beginning Cosmo was a bit sad because he couldn’t do anything. At the end Cosmo was happy because he was good at skateboarding and it felt good.
  • Classify & categorize – Classify dog tricks. Categorize tricks that most dogs could do and tricks that some dogs could do. For example: sit, stay, roll over, catch Frisbees, ride surfboards, ride on motorcycles, etc.
  • Compare & contrast – Compare and contrast your dog to Cosmo.
  • Connections - {possible text-to-self connections} having a dog. Tricks your dog can do. You not being able to do things like your friends. Feeling sad that you can’t do things your friends can do. Feeling good when you do something your good at.
  • Drawing conclusions & inferencing -  How do you think Cosmo got onto the skateboard? {text clues} Cosmo got sleepy and lay down on the grass.  {What I know} there must have been a skateboard in the tall grass that Cosmo laid down in.  {my conclusion}I think Cosmo was so tired he just lay down on the skateboard without realizing it.
  • Main idea & details - {main idea} The story is mostly about Cosmo discovering that he was good at skateboarding. {details} Cosmo was sad that he wasn’t good at anything. Cosmo took off on a skateboard and stayed on. Cosmo went faster and faster.
  • Plot - the turning point or climax in the story was when Cosmo took off on a skateboard.
  • Predict – What do you think the story will be about? What do you think Cosmo is good at? Why do you think there is nobody riding the bicycle? What do you think will happen to Cosmo on the skateboard? How do you think Cosmo feels about finding something he is good at? Do you think Cosmo will keep riding the skateboard?
  • Problem & solution - {problem} Cosmo’s problem is that he is not good at anything. {solution} He accidentally lies down on a skateboard and takes off.
  • Sequencing – Every dog on Pumpkin Lane is good at something. Lance can run fast. Elvis can howl loud. Flip can catch Frisbee’s. Puddles drools a lot. Gracie is good at herding. Cosmo was not good at anything. Pearl tried to help Cosmo figure out what he was good at. Cosmo was sleepy so he went to lay down. Cosmo passed a bike. Cosmo passed a mailbox. Cosmo zoomed down Pumpkin Lane. Cosmo crashed into a bush. All the dogs thought Cosmo was great on the skateboard. Cosmo felt great. Cosmo kept riding the skateboard.
  • Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
  • Strong thought – Cosmo felt bad because he thought he was not good at anything. What could you tell Cosmo to make him feel better?
  • Summarize - {someone} Cosmo {wanted} wanted to be good at something {but} but he wasn’t {so} so he went to take a nap {then} then he laid down on a skateboard and took off. Cosmos was {finally} finally good at something, skateboarding.
  • Theme – Everyone is good at something different. Everyone is unique in what they can do. You will find something that you are good at.
  • Visualize – Visualize what you think you are good at doing. Draw a picture of it and then write about it.



http://www.teacherspayteachers.com/Product/Summarizing-with-Cosmo-Zooms-by-Arthur-Howard-730602
IT'S FREE!!

Happy Planning!


8

"Let's Get a Pup!" said Kate by Bob Graham - Teaching Ideas


"Let's Get a Pup! Said Kate is an adorable book about a little girl wanting a new pup. Kate and her mom and dad head to the Rescue Center to pick out the little pup they think would fit their family. But on their way out of the center with their new pup they notice an old dog named Rosie. They watch her and wonder if she might be the one, but continue to leave with Dave...their new pup. At home, Dave was everything they were looking for in a pup...except when it was time to sleep. Nobody got any sleep that night because Dave was restless in his new home. The following morning Kate and her family went back to the center to get Rosie. Once Rosie got home, everyone was happy, including Dave the pup. That night they ALL slept great.

Below is a list of skills, strategies and ideas you can use to create a great lesson for this book.

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

Suggested Vocabulary/phrases: rescue center, good intention, backward glance, broad

Reading skills and strategies:
  • Asking questions - {possible questions before} I wonder if they will get a pup.  {possible questions during} I wonder what kind of pup they will take home. I wonder if they will take Dave back to the Rescue Center. I wonder if they will bring Rosie home instead. {possible questions after} I wonder if Kate’s parents will be mad that Rosie and Dave slept on Kate’s bed.  **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 (their, they, Kate, mom, dad).
  • Author's purpose – entertain {evidence} The story is told in rhyme. The illustrations of all the dogs are really cute. Dave does silly puppy things when he gets home. All these things make a very entertaining story.
  • Beginning, middle, end - {most important event from beginning} Kate wanted a new puppy. {most important event from middle} Kate and her mom and dad brought Dave home. {most important event from end} Kate and her mom and dad went back to the Rescue Center to get Rosie.
  • Cause and effect – Why did Kate want to get a pup? Because her cat had died. Why did they leave without eating breakfast? Because they were going to the Rescue Center. Why did mom, dad and Kate walk away slowly? Because they kept looking back at Rosie.
  • Character analysis - describe Dave. Describe Rosie {looks like, feelings, thoughts, character}
  • Classify & categorize – Things cats and dogs do.
  • Compare & contrast – compare and contrast cats and dogs. Compare and contrast Rosie and Dave.
  • Connections - {possible text-to-self connections} having a cat or pet die. Getting a dog from a shelter. Having a puppy. Having an old dog.
  • Drawing conclusions & inferencing – Why do you think the family went back to get Rosie? {text clues} The family kept looking back when they left the Center. Dave did not sleep very well when he got home. {my conclusion} I think they family went back to get Rosie because they all missed her, even Dave.
  • Main idea & details - {main idea} The story is mostly about Kate and her family getting a new dog. {details} Kate and her family went to the Rescue Center. Kate and her family looked at all the dogs in the Center. Kate and her family took Dave home with them.
  • Plot - the turning point or climax in the story is when no one was able to sleep because Dave couldn’t sleep.
  • Predict – What do you think the story will be about? What kind of dog do you think they will get? What do you think they will name their dog? Do you think they will bring Rosie home? What do you think they will do with Dave when he doesn’t sleep the first night?
  • Problem & solution - {problem} Kate wants a dog. {solution} They went to the Rescue Center to get a dog.
  • Sequencing – Kate’s cat died. Kate wants a dog. Kate and her family go to the Rescue Center and look at all the dogs. They picked out Dave. Kate and her family see Rosie. They took Dave home and not Rosie. Dave did all the puppy things at home. Kate, mom, dad and Dave did not sleep that night. Kate and her family go back to the shelter and pick up Rosie. That night everyone sleeps good.
  • Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
Happy Reading!


3

Teaching Through Turbulence Blogiversary Giveaway

My friend Heather at Teaching Through Turbulence is having a Blogiversary Giveaway.

Teaching Through Turbulence

She is having 4 separate giveaways with lots of amazing stuff - donated from some of your favorite bloggers. Head on over and enter today (giveaway ends June 12th at midnight). Click on the different days to enter.


Good Luck!

0

Student Teachers


Have you had a student teacher this year? Is their student teaching program different than when you were a student teacher?

When I student taught I was in one class for the entire semester – for 2 semesters. It was only me (and the master teacher) and I was there for the entire school day, everyday. The only thing I had to do outside of student teaching was meet once a week in the evening with my supervisor and the other student teachers. I had no other "school" responsibilities, just my lessons, and the education of myself and my students.

When I student taught I became 100% vested in the classroom, the kids and their success. If my master teacher had recess duty, I went to duty. If I gave a test, I corrected the test. During parent teacher conferences, I was there for all of them. I helped the students build a rancho, practice for a square dance assembly, learn how important it is to take care of their teeth, I helped them learn their math facts, and how to read and how to dig deeper while reading. I created interactive math and reading lessons and watched the students grow and learn.

When I student taught, I became their teacher. My master teachers (one in kinder and one in fourth) and my supervisor were there to guide and advise me, but I became the students' teacher.

Student teachers today (at least in my area) do not become vested in their student teaching. Student teaching is just another hoop they have to jump through on their way to graduating.

Student teachers today are put two in a class and they take turns teaching. They are not in the classroom all day, they leave by lunch. When it is time for them to leave they grab their stuff and go, making sure they have their homework or assignment ready for the class or meeting they are heading to. They rarely take anything home to correct, they usually expect the master teacher to correct all of the work they have given out.

Student teachers today are taking multiple classes as they student teach. They do not have time to do recess duty, correct tests, or meet parents. They have their own meetings, their own projects, and their own deadlines, but what they don’t have is a vested interest in the kids they are teaching.

If student teachers are too busy with their own "stuff", it begs the question, are the student teachers of today really ready to meet the demands of having their own classroom?

Are the student teachers in your area ready?




8

A Porcupine Named Fluffy by Helen Lester - Teaching Ideas


Fluffy is a porcupine. Fluffy doesn't think his name matches who he is. Fluffy thinks he needs to be fluffier to match his name. Fluffy tries many crazy ways to make himself fluffy but none of them seem to work. Poor little Fluffy is so discouraged! He decides to take a walk so he can think about other things he can do to make himself fluffy. On his walk he meets a rhinoceros, and this rhinoceros is not very friendly to Fluffy, in fact he laughs at Fluffy! He is laughing at Fluffy because he thinks Fluffy is a silly name for a porcupine. As the rhinoceros is laughing Fluffy tries to ask what the rhinoceros's name is. When the rhinoceros has finally calmed enough to tell Fluffy his name, Fluffy starts to laugh just as hard as the rhinoceros was laughing at Fluffy's name. You see, the rhinoceros's name was HIPPO! Fluffy thought this was a completely silly name for a rhinoceros. From that day on, Fluffy the porcupine, and Hippo the rhinoceros, were best friends and Fluffy no longer cared that he didn't match his name!

You can't help but love this story, it is so cute, with such a great message - friends always make things better!

Listed below are some skills, strategies and ideas and question you can use to great a fun and meaningful lesson using this book.

Because there are so many great teaching opportunities with this book I created a packet with most of the skills and strategies listed below.

Reading level: 2.3
Theme/subject: friendship, character/values
Genre: humorous

Suggested Vocabulary/phrases: common, fierce, doubt, suspicious, convinced, quill, rough time, unkindly, inquired, exhausted

Reading skills and strategies:
  • Asking questions - {possible questions before} I wonder what the story is going to be about.  I wonder why a porcupine is named Fluffy? {possible questions during} I wonder if Fluffy really can make himself fluffy.  {possible questions after} I wonder why the rhinoceros was named Hippo.  **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 (he, they, Fluffy, Hippo)
  • Author's purpose – Entertain {evidence} Fluffy is a silly name for a porcupine. Fluffy did a lot of funny things to try to make himself fluffy. Fluffy and Hippo laughed till they cried, porcupines and rhinoceroses don’t laugh or cry. All these things made a very silly and entertaining story.
  • Beginning, middle, end - {most important event from beginning} Fluffy’s mom and dad named their baby Fluffy. {most important event from middle} Fluffy tried multiple ways to make himself be Fluffy. {most important event from end} Fluffy make a friend that had a name that was just as funny as his.
  • Cause and effect – Why did mom and dad name their baby Fluffy? Because they thought it was a cute name. Why did Fluffy doubt that he was fluffy? Because he backed into a door and got stuck. Why did Fluffy, without a doubt, know that he was not fluffy? Because when he carried an umbrella he poked right through it. Why was Fluffy’s mother not pleased? Because she sat on Fluffy when he tried to be a pillow. How come Fluffy got soggy? Because he soaked in the bathtub for too long. Why did Fluffy think he should have been named Gooey? Because he put whipped cream on each little quill and he was all gooey afterward. Why did the rhinoceros laugh? Because he thought Fluffy was a silly name for a porcupine. Why did Fluffy laugh? Because he thought Hippo was a funny name for a rhinoceros. Why didn’t Fluffy mind being Fluffy anymore? Because he had a best friend that had a name as silly as his.
  • Character analysis - describe Fluffy. Describe Hippo {looks like, feelings, thoughts, character}
  • Character changes – In the beginning, Fluffy was trying everything to make himself fit his name. In the end, he didn’t care anymore that his name did not fit who he was.
  • Classify & categorize – Classify textures – categorize things that are fluffy and things that are spikey.
  • Compare & contrast – compare and contrast Fluffy and Hippo
  • Connections - {possible text-to-self connections} having a name you don’t like. Having a friend that makes you feel good about who you are.
  • Drawing conclusions & inferencing – Why do you think Hippo laughed at Fluffy’s name when he had a name just as silly? {text clues} When Hippo first meets Fluffy he tells Fluffy that he is going to give him a rough time. {what I know} sometimes people tease and laugh at someone for the same things they may be teased and laughed at for. {my conclusion} I think Hippo laughed at Fluffy’s name because he was tired of other’s laughing at his name.
  • Fact & opinion{fact} Fluffy is a porcupine. Fluffy got stuck in the door. Fluffy had a friend named Hippo. Fluffy put whipped cream on each of his quills. Fluffy and Hippo laughed till they cried. {opinion} Fluffy is a cute name. Fluffy would make a good cloud. Eating marshmallows will make you fluffy. Hippo was mean to Fluffy. Porcupines and Rhinoceroses can never be friends.
  • Main idea & details - {main idea} The story is mostly about Fluffy trying to be like his name, fluffy.{details} Fluffy tried to become a cloud. Fluffy put whipped cream on all of his quills. Fluffy tried to become a bunny.
  • Plot - the turning point or climax in the story was when Fluffy met Hippo.
  • Predict – What do you think the story is going to be about? How do you think Fluffy will become fluffier? What do you think the rhinoceros will do to Fluffy? What do you think the rhinoceros’ name is?
  • Problem & solution - {problem} Fluffy thinks his name doesn’t fit who he is. {solution} Fluffy tries to make himself fluffier. He tries to become a pillow and a cloud. He soaks in the bathtub and covers himself with whipped cream.
  • Sequencing – mom and dad name their baby Fluffy. Fluffy started to doubt that he was fluffy. Fluffy got stuck in the door. He got stuck in his mattress. He poked holes in his umbrella. Fluffy tried to become a cloud. Fluffy’s mom sat on him when he tried to be a pillow. Fluffy tried to cover himself in whipped cream and shaving cream and feathers. Fluffy met a rhinoceros. The rhinoceros laughed at his name. The rhinoceros told Fluffy his name. Fluffy laughed at the rhinoceros’ name. Fluffy and Hippo became friends.
  • Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
  • Strong thought – Hippo laughed because he thought Fluffy had a funny name.  What could you tell Hippo about laughing at other people?
  • Summarize - {someone} Fluffy {wanted} wanted to fit his name {but} but it wasn’t working {so} so he went out for a walk and {then} then met a rhinoceros named Hippo. Fluffy and Hippo became friends and Fluffy {finally} finally didn’t care about his name anymore.
  • Theme – Friends always make things better.
  • Visualize – Fluffy tried and tried to become fluffy, but nothing worked. Visualize a new idea that Fluffy could try.
 



http://www.teacherspayteachers.com/Product/A-Porcupine-Named-Fluffy-by-Helen-Lester-Skills-and-Strategies-707929

Happy Planning!

11