Mrs. McNosh Match the Rhyme Game

Hey there, just a quick post to share my newest Match the Rhyme game. I am in love with this game. Not only is it fun but I just love how it looks, so bright and colorful.

This game has 2 levels. It has 1 game that uses all the words from the book, which can be a bit more difficult, as well as a game using 1 syllable rhyming words. This way you can choose which works best for your kids.
Here is a picture of one of the games all printed out. 
So much fun!!



http://www.teacherspayteachers.com/Product/Mrs-McNosh-Match-the-Rhyme-Game-775492


If you like the clip art I am in the process of putting it together in a bundle...I can't wait!!

Happy Rhyming!

3

Mrs. McNosh by Sarah Weeks - Teaching Ideas


Mrs. McNosh and her great big squash is a fun book your students will LOVE. It is a book told in rhyme with colorful illustrations that tell the story of a runaway squash. Mrs. McNosh not only has to figure out how to stop it from rolling over everything in its path, but she has to figure out what to do with it when if finally stops. Your students won't believe what Mrs. McNosh does with the squash!

Below is a list of reading skills, strategies and ideas you can use to create a great lesson to go with this read aloud.

Reading level: 2.2
Theme/subject: plants
Genre: humorous

Suggested Vocabulary/phrases: squash, paperboy, clothesline, gents

Reading skills and strategies:
  • Asking questions - {possible questions before} I wonder what a squash is. I wonder what a squash tastes like. I wonder how big it got. {possible questions during} I wonder how the squash got so big. I wonder if all her neighbors will be mad. {possible questions after} I wonder how long the squash will last. I wonder what else she could have done with the squash.  **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 (her, she, Mrs. McNosh).
  • Author's purpose – entertain {evidence} the story is told in rhyme. The illustrations are bright and colorful. It was silly when the squash looked like the paperboy’s head. All these things make an entertaining story.
  • Beginning, middle, end - {most important event from beginning} Mrs. McNosh planted a squash seed. {most important event from middle} The squash grew so big it started to roll away. {most important event from end} Mrs. McNosh scooped the insides out so she could live in it.
  • Cause and effect – Why did Mrs. McNosh plant a squash? Because it was the first day of spring. How come the squash flattened the cat?  Because it rolled from the garden. How come the squash looked like the paperboy? Because it was round and looked like a head. How come Mrs. McNosh was worried?  Because she didn’t know who to slow the squash down. How come Mrs. McNosh slapped the squash? Because she was trying to slow it down. Why did Mrs. McNosh start scooping the insides of the squash out? So she could live in it.
  • Character analysis - describe Mrs. McNosh {looks like, feelings, thoughts, character}
  • Classify & categorize – food – fruits and vegetables
  • Compare & contrast – Mrs. McNosh and the Great Big Squash and either the book Oh My Gosh, Mrs. McNosh or Mrs. McNosh Hangs her Wash. All three are stories about Mrs. McNosh.
  • Connections - {possible text-to-self connections} Planting seeds. Planting squash. Having your veggies grow extra big. Being worried about something because of what you did. Figuring out the perfect solution to your problem. {possible text-to-text connections} Connect to Oh My Gosh, Mrs. McNosh or Mrs. McNosh Hangs her Wash. All three are stories about Mrs. McNosh.
  • Drawing conclusions & inferencing – Why do you think Mrs. McNosh thought that slapping and scolding the squash would have stopped it from rolling? {text clues} It was out of control and she didn’t know what to do. {what I know} When I get scolded for something I stop what I am doing. {my conclusion} I think Mrs. McNosh thought that slapping and scolding the squash would stop it from rolling around.
  • Fact & opinion{fact} Mrs. McNosh planted a squash. The squash was bumpy and fat. The squash crashed through a clothesline. Mrs. McNosh picked the squash. Mrs. McNosh slept in the squash. {opinion} Squash is delicious. Squash is the easiest vegetable to grow. Everyone was mad at Mrs. McNosh in the book. Really big squash make the best houses. It is hard to scoop out the insides of a squash.
  • Main idea & details - {main idea} Mrs. McNosh grew and enormous squash. {details} It squashed the cat. It rolled away. It ran over the trash cans. Mrs. McNosh cleaned it out and turned it into a house.
  • Plot - the turning point or climax in the story was when Mrs. McNosh picked the squash.
  • Predict – What do you think the story is going to be about? How do you think Mrs. McNosh will stop the squash? What do you think Mrs. McNosh is going to do with the squash? What will Mrs. McNosh do with the squash after she cleans it out?
  • Problem & solution - {problem} Mrs. McNosh’s squash rolled away. {solution} She picked it.
  • Sequencing – Mrs. McNosh planted a squash. It started to grow. It started to roll. It flattened the cat. It knocked over trash cans and smashed a fence. Mrs. McNosh slapped and scolded the squash. Mrs. McNosh picked the squash. She scrapped the insides out. Mrs. McNosh fell asleep in the squash.
  • Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
  • Strong thought – Mrs. McNosh’s squash was causing problems all around her house. If you were her neighbor what would you do or say to her about her squash?
  • Visualize – Mrs. McNosh decided to clean out the inside of the squash and use it as her house. Visualize what you would do with the squash.
 

Mrs. McNosh is at it again, this time with her wash. She not only hangs up her "normal" wash, she goes crazy and hangs up everything else that come her way. She gets so crazy with the things she hangs on her clothesline the postman actually runs away for fear of being pinned to the line. Your kids will just crack up at the very last picture of what is hanging on the line!

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

I created a combo pack that includes a ton of skills and strategies for both books. You will have so much to choose from you will be able to pull these books out and use them over and over throughout the year.

Reading level: 2.2
Theme/subject: jobs
Genre: humorous

Suggested Vocabulary/phrases: postman, clothesline, wrings out, removable teeth

Reading skills and strategies:
  • Asking questions - {possible questions before} I wonder what the book is going to be about. I wonder why she is hanging up her wash. {possible questions during} I wonder why she hung up some bats. {possible questions after} I wonder how the chair stays on the clothesline.  **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 (her, she, Mrs. McNosh).
  • Author's purpose – entertain {evidence} the story is told in rhyme. The illustrations are bright and colorful. It was silly when she is sleeping in the chair on the clothesline. All these things make an entertaining story.
  • Character analysis - describe Mrs. McNosh {looks like, feelings, thoughts, character}
  • Classify & categorize – The things Mrs. McNosh hangs on the line – clothes and other things
  • Compare & contrast – Mrs. McNosh and the Great Big Squash and either the book Oh My Gosh, Mrs. McNosh or Mrs. McNosh Hangs her Wash. All three are stories about Mrs. McNosh.
  • Connections - {possible text-to-self connections} Doing wash. Washing clothes by hand. Putting clothes on the clothesline. {possible text-to-text connections} Connect to Oh My Gosh, Mrs. McNosh or Mrs. McNosh Hangs her Wash. All three are stories about Mrs. McNosh.
  • Drawing conclusions & inferencing – Why is the postman running away? {text clues} Mrs. McNosh is hanging up the mail. The postman sees everything that Mrs. McNosh has put on the line. {what I know} Mrs. McNosh is hanging everything up. {my conclusion} I think the postman is running away because he doesn’t want Mrs. McNosh to hand him up on the clothesline.
  • Fact & opinion{fact} Mrs. McNosh does wash on Mondays. Mrs. McNosh hangs what she’s washed on the clothesline. Mrs. McNosh hangs herself in a chair. Mrs. McNosh hangs up dresses. Mrs. McNosh hangs up the news. {opinion} The postman was scared. The bats didn’t like being on the clothesline. Shoes shouldn’t be hung on a clothesline. The wedding dress was very pretty. Mrs. McNosh shouldn’t have taken her hair down.
  • Sequencing – You can have the students sequence what Mrs. McNosh hangs on the clothesline.
  • Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
 
 
 

http://www.teacherspayteachers.com/Product/Mrs-McNosh-Reading-Skills-and-Strategies-770510


 Happy planning!!

0

More Games!


Just wanted to post the true false comprehension games that I created for A Pocket Full of Kisses by Audrey Penn and Officer Buckle and Gloria by Peggy Rathman.

We have had such fun reading the books and playing the games, I figured I should share them.

Included in each game :
* 2 sets of question cards - 48 true false comprehension and story element questions (one set with answers on the cards, the other without answers).
* 1 spinner
* 1 game board
* 1 answer key
* 1 direction page

A Pocket Full of Kisses
You can get this game from my TpT or TN store.

Officer Buckle and Gloria
You can get this from either my TpT or TN store.

Have fun!!

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A Fine, Fine School by Sharon Creech - Teaching Ideas


This is an affiliate link.

Mr. Keene loves his school. He loves the kids, the teachers and all the learning that happens when everyone is at school. Because of this love Mr. Keene decides that everyone should come to school on Saturdays and of course nobody else thinks it is a good idea, but nobody wants to tell Mr. Keene. As Saturday school progresses, Mr. Keene soon declares Sunday a school day as well. Once again no body wants to tell Mr. Keene that this is not a good idea. As the story continues Mr. Keene soon has the kids and teachers at school on all the holidays and then during the summer. Finally, Tillie decides that she must talk to Mr. Keene about all this school. She convinces Mr. Keene that there is learning that happens outside of school and since they have been going to school EVERYDAY those other people (Tillie's brother and dog) and other things to learn (like climbing a tree) are not getting done. Mr. Keene had no idea of the learning that wasn't happening because of being in school, so he finally switches school back to just Monday thru Friday.

This is a very cute story about going to school and all the learning that happens there, but in the end I think Mr. Keene learns the most valuable lesson.

Listed below are possible skills, strategies and ideas that you can use to create a great lesson. I have created a Point of View freebie to go with this book if that happens to be what you are working on.

Reading level: 2.7
Theme/subject: school
Genre: general fiction

Suggested Vocabulary/phrases: strolled, roaring, cheer, soared

Reading skills and strategies:
  • Asking questions
    • possible questions before
      1.  I wonder what the story is about. I wonder why she has such a big backpack.
      2. I wonder why the dog is reading.
    • possible questions during
      1.  I wonder why nobody told the principal they didn’t want school on all those extra days.
      2. I wonder why the principal thought the kids and teachers liked having that much school.
    • possible questions after
      1.   I wonder if the students will still learn as much as they did when they were in school all year.
 **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, fine teachers, fine principal, he, and she).
  • Author's purpose – entertain
    • Evidence
      1. The principal made everyone go to school every day.
      2. The dog was reading.
      3. There was a student brushing his teeth at school.
All these things are a bit silly and make an entertaining story.
  • Beginning, middle, end
    • Most important event from beginning - the principal thought his school was a fine school.
    • Most important event from middle - The principal decided the students and teachers should be at school every day – weekends, holidays and summer!
    • Most important event from end - Tillie finally told the principal that there were people outside of school that weren’t learning.
  • Cause and effect
      1. Why did Mr. Keene think it was a fine school? because he saw the students learning shapes, colors, numbers and letters, reading, writing, drawing and painting.
      2. How come the teachers and students had to go to school on Saturdays? Because on one know how to tell Mr. Keene that they didn’t want to.
      3. How come Tillie decided to talk to Mr. Keene? Because she had to leave her brother to learn on his own.
      4. Why was the boy brushing his teeth at school? Because he didn’t have time at home.
      5. Why was everyone so worried at the last assembly? Because they thought Mr. Keene was going to have dogs and little brothers come to school.
      6. Why were all the students so happy? Because they didn’t have to come to school on Saturday, Sunday, holidays or summer anymore.
  • Character analysis – {looks like, feelings, thoughts, character}
    1. describe Mr. Keene
    2. describe Tillie
  • Character changes –
    • Beginning - Mr. Keene thought everyone needed to be in school all the time to learn as much as they could.
    • End - Mr. Keene finally realized that there was learning outside of school that has to happen as well and the kids cannot do it if they are in school all the time.
  • Classify & categorize
    • Classify things to learn
    • Categorize things learned inside and outside of school
  • Compare & contrast
    1. Mr. Keene and Tillie
    2. Your principal and Mr. Keene.
  • Connections
    • possible text-to-self connections
      1. Going to a fine school.
      2. Having a great principal.
      3. Having a brother at home that you help do thing and help learn things.
    • possible text-to-text connections
      1.  Frog Principal by Stephanie Calmenson
      2. The Principals New Clothes by Stephanie Calmenson
Both of these books are about principals and the kids at the school.
  • Drawing conclusions & inferencing – Why do you think Mr. Keene listened to Tillie and changed his mind about having school all the time?
    • Text clues - Tillie tells Mr. Keene that she can’t teach her brother how to swing or skip and can’t teach her dog to sit. She also tells him that she can’t learn how to climb a tree.
    • What I know - I know that I learn many things outside of the classroom.
    • My conclusion - I think Mr. Keene listened to Tillie because he didn’t realize how much students learn even when they are not in school.
  • Main idea & details
    • Main idea - the story is mostly about students going to school all the time.
    • Details –
      1. Mr. Keene made the students come to school on Saturdays.
      2. They had to go to school on holidays.
      3. They had to come to school during the summer.
  • Plot - the turning point or climax in the story was when Tillie finally went in and talked to Mr. Keene.
  • Predict
    1. What do you think the story is going to be about?
    2. Why do you think he called everyone together?
    3. Do you think Mr. Keene will want them to go to school during the summer?
    4. Do you think anyone will ever talk to Mr. Keene?
    5. What do you thing Mr. Keene will do after he talks to Tillie?
  • Problem & solution
    • Problem - Mr. Keene is making the students and teachers come to school all the time.
    • Solution - Tillie decided to talk to Mr. Keene and all the school.
  • Sequencing
    1. Mr. Keene loves his school.
    2. Mr. Keene told everyone to start coming to school on Saturdays.
    3. On Sundays Tillie climbed trees and work with beans and tried to teach her brother how to swing and skip.
    4. Mr. Keene said they should go to school on Sundays.
    5. The next month Mr. Keene said they should go to school on all the holidays.
    6. Mr. Keene said they should go to school during the summer.
    7. On the 1st day of summer Tillie went and talked to Mr. Keene.
    8. Mr. Keene called everyone together.
    9. Everyone was worried.
    10. Mr. Keene said they wouldn’t have school on Saturdays, Sundays, holidays and the summer.
    11. Everyone was happy.
  • Story elements
    • Title – A Fine Fine School
    • Author – Sharon Creech
    • Characters – Tillie, Mr. Keene
    • Setting – school and Tillie’s home
    • Plot
      1. Beginning – Mr. Keene thought his school was a fine school.
      2. Middle – Mr. Keene decided the students and teachers should be at school every day – weekends, holidays and summer!
      3. End - Tillie finally told the principal that there were people outside of school that weren’t learning.
    • Problem - Mr. Keene is making the students and teachers come to school all the time.
    • Solution - Tillie decided to talk to Mr. Keene and all the school.
  • Strong thought
    • Everyone was too afraid to talk to Mr. Keene about all the extra school.
      1. What would you do or say to Mr. Keene if you were one of the students.
  • Summarize
    • Someone - Mr. Keene
    • Wanted -  wanted the students to come to school on the weekends, holidays and during the summer
    • But - the students didn’t want to
    • So -  so Tillie talked to Mr. Keene and
    • Then -  then he
    • Finally - finally understood that you can learn things even when you are not in school.
  • Theme – Mr. Keene learned that learning can take place everywhere, not just in school.
  • Visualize – What would you look like if you were told you needed to go to school on Saturdays, Sundays, holidays and all summer?

https://www.teacherspayteachers.com/Product/Point-of-View-inspired-by-A-Fine-Fine-School-by-Sharon-Creech-770411
IT'S FREE!!

If you don't have to book or just want to have someone else read the story, here is a great YouTube video of the story being read.



Happy Planning!


10

How to best use the Reading Skill and Strategy Packets


I have had a couple of questions about how I use the reading skills and strategy packets that I create. My packets are all about choice and when there are so many things to choose from it is sometimes hard to focus in on how to use all the pages. So I will attempt to share with you the many ways in which I have used these packets.

The reason I make so many pages to go with the book is so that you can use the book for whatever strategy you are working on at the time. This gives you the freedom to use the book when you need/want to.

Here are a few ideas, or ways to use the pages.

1. Decide to introduce or do a mini lesson with just one of the skills or strategies. Read the story and then use a page to work on as a class to show students how to do it, basically “think aloud” as you fill it in.

2. Continue working on or practicing a skill or strategy. After students have worked on a skill or strategy for a while, read, or re-read the book and have them practice that skill or strategy using the pages that fit - individually, with partners or in small groups. You can use the book throughout the year pulling it out to use whenever you are working on a new skill or strategy.

3. Sometimes I take the book and use it throughout the day (kind of like a review). Many times one skill or strategy goes so well with another so you can build on each as you go. For example, maybe you start with the character analysis which leads nicely into comparing the characters, or the problem/solution. Or maybe you start with finding the most important part from beginning middle end which leads nicely into sequencing, summarizing, or plot. I then lead those skills and strategies into writing, with either the visualization or the strong thought pages which require students to do a bit more thinking and writing.

4. You can also use these pages as quick assessments on a skill or strategy you have been working on. After reading the story, give them the skill or strategy page and see if they can come up with the main idea, problem/solution, cause & effect, etc. on their own.

Because the pages are differentiated, you can use them in small groups or simply choose the level that will work best for your students. For example, the predicting pages have a level where your students are just reading questions and picking a prediction. Another page has them read the question and write their own prediction, or for you higher kids let them make their own predictions.

The most important thing to remember is that it is okay to use the same book many times throughout the year (predicting is probably the only thing you would need to have the book be a first read for) to work on these skills and strategies. The different skills and strategies have students looking at the book in different ways which keeps the students interested in the story and the learning.

I hope I have helped you to figure out some different ways to use these pages.
I hope you and your students have fun with them, I know my students always do. Please let me know how you have used the pages and how it turned out!




0

Never Talk to Strangers by Irma Joyce - Teaching Ideas



Never Talk to Strangers by Irma Joyce is a great book for the, sometimes scary topic, about strangers. Joyce wrote the story in rhyme and the illustrator uses animals to portray strangers, both of which help to alleviate any chance of scaring younger students. What I find so great about the strangers being animals is that it helps students to visualize and infer what kind of people those animals, or strangers, could be and or look like. 

Joyce also does a great job of showing that it is okay to talk to some strangers, like people your parents know, or friends of friends. It helps students to understand that just because someone is a stranger, doesn't mean they shouldn't talk to them.

As I was writing up this review my mind just went crazy with the topic of strangers and using the reading skills and strategies to help classify them, compare them, and write about them - so I created a small packet.

Listed below are the skills and strategies and ideas that I followed to create my packet, so feel free to use the information to create your own.

Reading level: 5.4
Theme/subject: safety
Genre: fiction

Suggested Vocabulary/phrases: trapeze, roan

Reading skills and strategies:
  • Asking questions - {possible questions before} I wonder what the story will be about. I wonder what kind of strangers will be in the story. {possible questions during} {possible questions after} I wonder if I will remember what to do if I run into a stranger. **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 (him, his).
  • Author's purpose – entertaining information {evidence} The strangers are animals. The story is written in rhyme and the information about what to do when a stranger comes around is good. All of this together makes an entertaining informative story.
  • Beginning, middle, end - {most important event from beginning} Information about what to do when a stranger comes around. {most important event from middle} {most important event from end} Information on people that are not strangers even though you don’t know them.
  • Classify & categorize – classify people categorize strangers to not talk to and stranger that are okay to talk to.
  • Compare & contrast – strangers and people that you don’t know but are not strangers.
  • Drawing conclusions & inferencing – Why are some people strangers that are okay to talk to? {text clues} The dad was introducing the girl to kangaroo that he knew and it was okay for her to talk to her. {what I know} I know that my mom and dad know some people that I don’t know. {my conclusion} I think some people can be strangers to you but not to your parents so it is okay to talk to those people because your parents know them.
  • Fact & opinion{facts} A stranger is someone you don’t know. It is important to not talk to strangers. It is okay to talk to strangers that your mom or dad introduces you to. You can run into strangers anywhere. {opinion} All strangers are bad. You should not talk to anyone that is a stranger. Strangers are only at the park.  You should never trust a stranger.
  • Main idea & details - {main idea} The story is mostly about different kinds of strangers. {details} You can run into a stranger at a toy store. You can run into a stranger while you are hiking. Your father can introduce you to a stranger that is okay to talk to.
  • Problem & solution - {problem} What should you do when you meet a stranger.  {solution} Never talk to strangers.
  • Strong thought – There are many people that seem nice but they are still strangers. Why is it so important to not talk to them even if they are nice?
  • Theme – Never talk to strangers.
  • Visualize – Visualize a time you met a stranger. What were you doing? What did the stranger say to you? What did you do or say to the stranger? Should you have done something different?


http://www.teacherspayteachers.com/Product/Never-Talk-to-Strangers-A-Stranger-Study-with-Reading-Skills-Strategies-742436

Happy Planning!


4

Introducing Book Buddy Graphics

Well I have done it, I have joined the clip art craze!

I have been thinking about it for a while now, but really didn't have the push I needed to work out all the steps and figure out what to do - the TOU, zipping a file, creating a name, etc., etc., etc.).
Creating the graphics is the easy and FUN part!

I also never thought my art matched the caliber of all the other art out there, so I just decided to keep it for my self.

Then...
I had a request for the little boy graphic I used on my David Goes to School Reading Skills and Strategies packet, so I decided to take the plunge.

I have named the clip art branch of my work, Book Buddy Graphics. Here is the button I have created. You can also find it on my sidebar.


I have only one clip art pack uploaded so far, but I have folders worth of graphic just waiting to be shared - now I just need the time. 

Here is the Oh Boy at School pack I have just uploaded.


I would love to know what you think, so as a little bribe I will send this to the first 3 people that leave me a comment. Just make sure you leave your email so that I can send it to you right away.

Thanks!

15

Thank you!



I would just like to take a moment and thank all of you that have sent me prayers and hugs, emails and comments, condolences and encouraging words. They have all meant so much to me and really are helping me move forward and find my way through these overwhelming emotions.

I went to Toni's service last night, her brother, sister and husband all got up and talked. It was so heartbreaking listening to them but at the same time it started the healing/moving forward process.

It makes my heart happy to know that so many of you took time out of your day to comfort me, a person on the other side of a computer screen, a physical stranger and "virtual" friend.

Forever grateful,


2

Currently

Thank you Farley for keeping this party going! I don't always make it but I always enjoy those that do. 

My summer is Currently not going along as I had hoped. I don't want to be a downer, but reality is, this is what my life is like right now.


Listening to tears and laughter because I have just come from a memorial service for wonderful lady that was not only my friend's mom but a sub in our district. I am on my way tomorrow to another service for a friend that I have known since I was 4. She was an amazing humanitarian and leaves behind a husband, 2 small children and friends and family stunned by the news of her tragic death. Here is a link about Toni, the work she did, and how not only will we miss her but the world will as well. 

Statement by Administrator Shah on the Death of Foreign Service Officer Antoinette Tomasek




Loving - I have been hit with 4 deaths in the past 3 months as well as my school closing, not so good news about my mom's cancer and my puppy needing stitches. I am now, more than ever grateful and thankful for the family and friends that mean the world to me.

Thinking - this summer has been emotionally too much. There are days I just cannot concentrate on anything, days I have no energy to go anywhere or do anything. We are going on vacation soon so I am looking forward to that.

Wanting- time! When someone passes you always question the amount of time you spent with them. I want a little more time with each person that has passed and I want to make sure I don't waste the time I have with my friends and family today.

Needing- Hugs! Hugs are therapy for the soul and my soul is needing hugs right about now.

Tips, Tricks, Hints- has nothing to do with blogging or school but with you, your friends, your family and your time...use it wisely!

Hopefully next month I will have more chipper news to share.

10

It Could Have Been Worse by A.H. Benjamin - Teaching Ideas



Little Mouse is having a tough time getting home. He slips out of a bush, falls into a hole, crashes into a stream, and slides down the side of a hill. Little does he realize that each time he slips, slides or falls he has just saved himself from being eaten. When Mouse slips out of the bush, the cat gets stuck in the branches, when he falls into a hole the bird crashes to the ground and when he slips down the hill the fox falls into a beehive.

The great thing about this book is there are two ways to look at who it could have been worse for, the mouse - being eaten, or the other animals - all the things that happen to them when Mouse trips, falls, and slips.

Below are skills, strategies and ideas that you can use to create your own lesson with this great book. This book is perfect for theme, and perspective.

I created a freebie to go with this. Students will look at an event and then look at what Mouse wasn't aware of and then decide how how things could have been worse.


Reading level: 3.5
Theme/subject: being thankful,
Genre: fiction

Suggested Vocabulary/phrases: balance, scurrying, thistle, wailed, trotted, scramble, steep bank, footing, staggered

Reading skills and strategies:
  • Asking questions - {possible questions before} I wonder what the story is going to be about. I wonder who had it worse, the cat or the mouse. {possible questions during} I wonder if Mouse will make it home safely. {possible questions after}  I wonder if Mouse knows how lucky he is. **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 (Mouse, he, his).
  • Author's purpose – entertain {evidence} The snake got a tongue full of thorns. Mouse slid down the hill on a leaf. The cat got the mouse trap on his nose. All these things are silly and make a very entertaining story.
  • Cause and effect – How come the cat didn’t catch Mouse? Because Mouse lost his balance and fell to the ground. How come the bird crashed into the ground? Because Mouse fell into a hole. Why did the snake get a mouth full of thistles? Because Mouse sat on a thistle and shot into the air. How come the fish couldn’t catch Mouse? Because Mouse slipped and fell into the water and a stick lodged into the fishes mouth. How come the fox was chased by bees? Because the fox missed Mouse and landed on a bee hive. Why did Mouse think he had a terrible day? Because he fell, slipped, slid and shot into the air all the way home.
  • Character analysis - describe Mouse {looks like, feelings, thoughts, character}
  • Compare & contrast – Mouse from It Could Have Been Worse by A.H. Benjamin and the mouse from Little Mouse and the Big Red Apple by A.H. Benjamin
  • Connections - {possible text-to-self connections} Having a bad day. Falling in the water. Slipping down a hill. Falling in a hole. {possible text-to-text connections} Little Mouse and the Big Red Apple by A.H. Benjamin because both are about a mouse trying to get home.
  • Drawing conclusions & inferencing – Why did the author title the story It Could Have Been Worse? {text clues} All the animals that were after Mouse had something happen to them that prevented them from catching and eating Mouse. {what I know} I know that it is better to fall in a hole or slip down a hill than being eaten. {my conclusion} I think the author titled the story It Could Have Been Worse because Mouse’s day could have been a lot worse if he would have been eaten.
  • Main idea & details - {main idea} The story is mostly about all the problems Mouse had while he was trying to get home. {details} Mouse fell into a hole. Mouse slipped into the water. Mouse slid down the hill.
  • Predict – What do you think the story is going to be about? Do you think the cat will get the mouse? Do you think the bird will get Mouse? How do you think Mouse will escape the snake? Do you think the fish will get Mouse? What do you think will happen to the fox?
  • Sequencing – A cat tried to catch Mouse but mouse fell out of the bush. A bird tried to catch Mouse but Mouse fell into a hole. A snake tried to eat Mouse but Mouse sat onto a thistle and shot into the air. A fish tried to catch Mouse but Mouse slipped into the water. A fox tried to eat Mouse but Mouse slipped down the hill. Mouse was glad to be home.
  • Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
  • Strong thought – Mouse was so lucky to not have been eaten on his way home. What would you tell Mouse to explain to him how lucky he was and how his day could have been much worse?
  • Theme – Things can always be worse. Be thankful for what you have.
  • Visualize – Visualize how Mouse’s day could have been worse.


http://www.teacherspayteachers.com/Product/It-Could-Have-Been-Worse-by-AH-Benjamin-Story-Events-742770
IT'S FREE!!

Happy Planning!


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I Made It! #2



Here is my barn wood privacy wall. Again, I am in L.O.V.E. with how this turned out!

Last summer I bought some 80 year old barn wood and this summer we finally got around to putting this together.

I really wanted to hang candles from it, and initially thought abut mason jars, but I didn't want to have to deal with emptying them if it rained. So, instead I used food cans that I spray painted fun colors. I also punched holes in all the cans so the candle light would shine through. Here is what some of the cans look like. I can tell you, this was the hardest part of the project!!



To hang all the cans I decided on a door knob theme. I had so much fun antiquing with my mom finding all sorts of door knobs for this project. As you can see below I have an assortment - 3 knobs with the strike plates still in tact, 2 crystal knobs (hanging from meat hooks - I love the juxtaposition) and 5 little green flower door pulls.


Here is a picture of my privacy wall and menu board! I just love how it is all turning out! I have a few more projects to get done and then my backyard will be all done!




Pure
 H.A.P.P.I.N.E.S.S.

I am linking up with Tara from 4th Grad Frolics: Made it Monday June 8th edition! Head on over and check out all the other cool ideas.

Happy Summer!!

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