Wallie Exercises by Steve Ettinger - Teaching Ideas


Wallie is the fattest, laziest dog around. How fat and lazy you ask? Well, put it this way, Wallie won't fetch what he wants he expects it to be brought to him AND his shorts don't fit him anymore because his belly is so big! Wallie's owner finally drags Wallie to a park where he can get some exercise. There they meet  Edwin the Exercising Elephant. Edwin helps Wallie get moving and even though it is hard for Wallie he keeps at it and soon finds the exercise to be fun.

Mr. Ettinger actually contacted me last school year about doing a review for his book and so he sent me a signed copy. I am finally getting around to the review and have created a fun FREEBIE to go with it. This book is a great addition to your PE or Health units on diet and exercise, I know your kids will just LOVE Wallie and Edwin!

Here is the review of reading skills and strategies and ideas you could use to create a different lesson (than the strong thought one I created) for this wonderful story.


Reading level: 3.6
Theme/subject: exercise, health & nutrition
Genre: fiction

Suggested Vocabulary/phrases: magnificent, mutt, stroll, romped, mastered, budge, pants-less, troop, sweatbands, matter of minutes, hydrate, big ole gut, convinced, glee

Reading skills and strategies:
  • Asking questions - {possible questions before} I wonder what the story is going to be about. I wonder why Wallie needs to exercise. I wonder what kind of exercises Wallie is going to do. {possible questions during} I wonder why Wallie was so lazy. I wonder where Edwin the Exercise Elephant came from. I wonder what kind of moves Wallie will do. {possible questions after} I wonder if Wallie will keep up the exercise.  **Remember to have your students answer/reflect their questions.
  • Author's point of view – First person. Be sure to find 3 pieces of evidence to support this (we, let’s, I).
  • Author's purpose - informative entertainment {evidence} the story is about a chubby dog named Wallie that was too lazy to exercise. The author gives definitions for some words that have to do with exercising. The illustrations are silly with the elephant all dressed and ready for exercising.
  • Beginning, middle, end - {most important event from beginning} Wallie was too lazy to do anything. {most important event from middle} Wallie’s clothes stopped fitting him. {most important event from end} Wallie learned that he could exercise by doing his own moves.
  • Cause and effect – Why was Wallie a magnificent mutt? Because he was calm and cool and loving and faithful. Why did Wallie say to the boy “Bring it to me!”? Because he didn’t want to go chase the ball. How come Wallie’s pants did not fit him anymore? Because his belly was too big for his pants. Why did the boy need to find someplace for Wallie to get into shape? Because Wallie was lazy and couldn’t fit into his clothes anymore. Why did Wallie think he was going to be smushed? Because Edwin the Exercising Elephant was standing on their car. Why did Wallie think working out was way too tough? Because he worked out without much success. Why did Wallie trip? Because he stepped on his tail. Why did Wallie start to enjoy his exercise? Because he started doing his own moves.
  • Character analysis - describe Wallie. Describe Edwin. {looks like, feelings, thoughts, character}
  • Character changes – in the beginning Wallie didn’t want to do anything that resembled exercise but by the end Wallie was having fun while he was exercising.
  • Classify & categorize – Classify activities categorizing activities that will keep you healthy and activities that won’t.
  • Compare & contrast – compare and contrast you and Wallie.
  • Connections - {possible text-to-self connections} Not liking to exercise. Not wanting to exercise. 
  • Fact & opinion{fact} Wallie was a lazy dog. Wallie’s clothes started to not fit him. Wallie thought the warm ups were easy. Water keeps us cool and ready to move. Wallie enjoyed exercising when he could do his own moves. {opinion} I think Wallie is too fat. I don’t think Wallie will keep exercising. Wallie was a magnificent mutt. The boy should walk Wallie instead of taking him to go exercise. Turtles can move pretty fast.
  • Main idea & details - {main idea} The story is mostly about Wallie trying to exercise. {details} Wallie never wanted to exercise. Wallie thought exercising was too hard. Edwin told Wallie to do his own moves to make it more enjoyable.
  • Plot - the turning point or climax in the story was when Edwin told Wallie to do his own moves.
  • Predict – What do you think the story is going to be about. What do you think the boy will do to get Wallie to exercise? Do you think Wallie will exercise with Edwin? Do you think Wallie will give up completely? What will Edwin tell Wallie to help him keep going?
  • Problem & solution - {problem} Wallie was too fat. {solution} The boy took Wallie someplace to exercise.
  • Sequencing – Wallie wouldn’t do anything to exercise. Wallie couldn’t fit into his pants. The boy took Wallie someplace to exercise. They saw turtles, giraffes and chimpanzees exercising. An elephant landed on the top of their car. Wallie thought he was going to be a chubby cuisine. Edwin invited them to go exercise with him. It was too hot for Wallie. Wallie hydrated himself with water. Wallie gave up exercising. Edwin convinced him to try again. Edwin told him to make up his own moves. Wallie enjoyed exercising with his own moves.
  • Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
  • Strong thought – The boy wanted Wallie to exercise because his pants wouldn’t fit him anymore. What are some other reasons why Wallie should be exercising?
  • Summarize - {someone} Wallie {wanted} wanted to be lazy {but} but the boy wouldn’t let him {so} he took Wallie to someplace to exercise. Wallie met Edwin and {finally} finally learned that exercising could be fun. 
  • Theme – Exercising can be fun.


http://www.teacherspayteachers.com/Product/Wallie-Exercises-by-Steve-Ettinger-Strong-Thought-Freebie-901756

  IT'S FREE!!
Happy planning!

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Johnny Appleseed by Alyse Sweeney - Teaching Ideas


This is a great beginning biography book on one of our beloved American Heroes. The book tells Johnny Appleseed's story in a simple sequential way using pictures, captions, maps and a glossary to help guide young readers as they learn about Johnny Appleseed.

Below is a list of skills and strategies that work great with this book. You can use these to help create a wonderful lesson, not only about Johnny Appleseed but on using the text to find that information.

Reading level: 3.1
Theme: American History
Genre: Biography

Suggested Vocabulary: herb, medicine, orchard, settler, snowshoe, trudged, wilderness

Reading skills and strategies:
  • purpose for reading – to learn more about Johnny Appleseed and how he made a difference.
  • author's purpose – inform {evidence} The author gives facts about Johnny Appleseed’s life. There is a diagram showing all the things apples can make. The author includes a glossary to help explain difficult words. All of these things make this book very informative.
  • organization
    • sequence – the author uses the sequence of Johnny Appleseed’s life to tell his story. The book starts when he was born and ends by telling the reader that he traveled for 50 years.
  • classify & categorize – Classify Johnny Appleseed: categorize things he did for others and things others did for him.
  • compare & contrast – compare and contrast 2 different Johnny Appleseed books.
  • fact & opinion{facts} Johnny Appleseed was born in Massachusetts on September 26, 1774. Johnny Appleseed took his bag of apple seeds and went to Pennsylvania. Johnny Appleseed made snowshoes so he could walk in the snow. Johnny Appleseed made friends with Native Americans. Johnny Appleseed left Pennsylvania and headed for Ohio. {opinions} People say that Johnny Appleseed always wore a pot on his head. Johnny Appleseed was crazy for wanting to plant so many apple trees. Snowshoes are the best way to travel in snow. Johnny Appleseed probably thought hunting for food was a horrible thing to do. Johnny Appleseed didn’t like to be lonely.
  • main idea & details - {main idea} Johnny Appleseed wanted to plant apple orchards for those traveling west so that the settlers could make different foods. {details} Johnny Appleseed headed to Pennsylvania. Johnny Appleseed planted an apple orchard in Pennsylvania when he got there. Johnny Appleseed would give apple trees to those settlers that could not afford to buy them.
  • predict – What do you think the story is going to be about? How do you think Johnny Appleseed made a difference? Do you think the settlers were thankful for Johnny Appleseed planting apple trees? Why do you think JA traveled with a pot on his head? It doesn’t look like JA ever wore shoes, what do you think will happen during the winter? JA ran into Native Americans during his travels, do you think they became friends? How long do you think JA planted trees?
  • story elements - list title, author, topic, organization, KWL
  • summarize main idea – {author}Alyse Sweeney wrote the book {book title} Johnny Appleseed An American Who Made a Difference {author’s purpose} to tell people about why Johnny Appleseed planted so many apple trees. {statement about topic} Johnny Appleseed knew that people were going to be moving west and he wanted to make sure they had apples along their journey. {at least 2 detail} Johnny Appleseed planted trees in Pennsylvania and finally made it all the way to Indiana.
Below is a nonfiction packet I created to use with just about any Johnny Appleseed book. It not only focuses in on the life of Johnny Appleseed but also how the book and using the book will help find such things as main idea of book, chapter or paragraph, what the author is trying to tell you versus what the illustrator is trying to tell you, what kind of person Johnny Appleseed was, finding facts and writing opinions about him as well as classifying Johnny Appleseed and then categorizing things about him.

Each section is differentiated for K-2 so students will be drawing and or writing their findings.

You can print and use pages as you need them or print them on a smaller scale and paste them into your reader response journal.








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


http://www.teacherspayteachers.com/Product/Learning-about-Johnny-Appleseed-Reading-Skills-Strategies-889019

Happy planning!



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Colorful Cupcake Cuties

Book Buddy Graphics has a new graphics set called Colorful Cupcake Cuties. These Colorful Cupcake Cuties contain 10 vanilla, 10 chocolate and 1 black and white 300 dpi PNG cupcakes with colorful polka dotted cupcake linings. 

Click HERE to purchase them.
 
Personal and Commercial Use
Book Buddy Graphics may be used to place in documents or items that you personally create. These documents may be printed and copied for classroom use, but may not be redistributed as graphics alone. You may use Book Buddy Graphics in free as well as paid products that you make available to the public. All Book Buddy Graphics must be secured in a PDF or in a secured file (allow printing and saving, but not copying). When using Book Buddy Graphics you must give credit to the Book Buddy by linking back to my blog or TpT store. 

Click the Book Buddy Graphics button below to take you to these cuties!
 


You can use these cuties to create your own fun center activities, use in your worksheet creations or whatever else you can think of...

I used these Cupcake Cuties to create a fun Compound Word Cupcake matching activity, which by the way my tutor kids are enjoying. 

I can't wait to see what you come up with.

If you are not the creative type and just want the Compound Word Cupcake matching activity just click on the below picture.


Happy creating!

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Bear's New Friend By Karma Wilson - Teaching Ideas


Bear hears something in the tree above his head. He thinks it might be his little friend Mouse, but it can't be because Mouse is standing right next to him. Bear and Mouse continue to try to guess who is in the tree, but whoever it is won't answer their cries of, "Who?" Finally whoever is up in the tree comes swooshing out and hides in a hole. Now Bear and more of his friends are trying to figure out "Who?" it is. After some coaxing and persuading they talk the little animal to come out and say hello. Who came out of the hole? Your students will have fun trying to predict Who? it is.

Listed below are the reading skill, strategies and some ideas to help you create a fun lesson to use with this book.

I created a fun little predicting FREEBIE for you if that is something you are teaching or your students need practice with.

Reading level: 1.0
Theme/subject: friendship, new life experiences
Genre: general fiction

Suggested Vocabulary/phrases: an itching to go out and play, scurries, peering, trembling voice, glen, bashful, and scamper

Reading skills and strategies:
  • Asking questions - {possible questions before} I wonder who Bear’s new friends is. I wonder if the new friend will be friends with all the other animals. {possible questions during} I wonder who the new friend will be. I wonder why the new friend doesn’t say anything. I wonder if the new friend is scared. {possible questions after} I wonder why the author made the owl go in a hole.   **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, his).
  • Author's purpose - entertain {evidence} the illustrations and animals are very cute. Animals don’t really talk, and the author wrote the story in rhyme. All of these things make this a very entertaining story.
  • Beginning, middle, end - {most important event from beginning} Bear heard something up in the tree. {most important event from middle} Bear heard the something swoosh by him. {most important event from end} Bear’s new friend finally came out of the hole and introduced himself.
  • Cause and effect – Why does Bear ask who? Because he hears a clatter in the trees above. Why did Raven and Wren fly by? Because they saw all their friends down below.  Why did all the animals scurry away from the hole? Because they heard a rustling noise in the hole. Why did all the animals head to the watering hole? Because it was a hot summer day.
  • Character analysis - describe Bear. Describe Owl {looks like, feelings, thoughts, character}
  • Classify & categorize – Animals – categorize animals that fly and animals that don’t.
  • Compare & contrast – Any of the Bear books by Karma Wilson
  • Connections - {possible text-to-self connections} being shy. Not wanting to come out and play like owl. Having friends to play with.  {possible text-to-text connections} Any of the other Bear books by Karma Wilson.
  • Main idea & details - {main idea} the story is mostly about Bear and his friends trying to figure out who is hiding in the hole. {details} Bear thinks it is Badger hiding in the hole, but Badger is looking in the hole. Bear and his friends ask the animal in the hole to come out. Bear and the other animals jump and hide when they hear a rustling sound come from inside the hole.
  • Predict – What do you think the story will be about? Who do you think Bear’s new friend will be? What do you think Bear hears in the tree? What do you think is hiding in the hole? Will the new friend ever come out of the hole?
  • Problem & solution - {problem} Bear’s problem is that he wants to know who is in the tree and in the hole. {solution} Bear follows the noise and finally talks the new friend out of the hole.
  • Sequencing – Bear wants to go out and play. Bear hears a noise in the tree. Bear thinks it is his friend Mouse in the tree. Mouse thinks it might be Hare in the tree. Hare comes by and says hello to Bear and Mouse. Something quickly flies by their heads. Hare thinks it is Badger. It is not Badger he is looking in the hole. Badger thinks it is Raven and Wren in the hole. Raven and Wren fly by and say hello to all their friends. Bear talks to the animal in the hole and introduces all his friends. Owl finally jumps out of the hole to meet all the new friends. Bear, Owl and all their friends go to the swimming hole together.
  • Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
  • Strong thought - owl was very shy and didn't want to come out and meet everyone. What could have been another way for Bear and his friends to make Owl more comfortable?
  • Summarize - {someone} Bear {wanted} wanted to know who was there {but} but the little animal would not come out and answer {so} so he kept saying, “Who?”. {then} Then the little animal {finally} finally came out of the hole to say hello.
  • Theme – The lesson to be learned could be, don’t be too shy, you might miss meeting a great friend.

http://www.teacherspayteachers.com/Product/Bears-New-Freind-by-Karma-Wilson-Predicting-Freebie-863041

IT'S FREE!

Happy planning!


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Stand Tall, Molly Lou Melon by Patty Lovell - Teaching Ideas

 
Molly Lou was a lot of things: short, buck toothed, bullfroggie sounding and clumsy, but none of these things stopped her from standing tall, singing loudly and believing in herself. Her grandma taught her that. So when Molly Lou had to start a new school and Ronald Durkin made fun of her, she didn't let him get her down. She showed him that just because she was different she could do some amazing things. She not only ran past Ronald on the football field to score the winning touch down but she balanced pennies on her buck teeth and cut out a beautiful paper snowflake. All these things made mean ole' Ronald Durkin double think how he treated Molly Lou Melon.

This is a great character lesson book with so many wonderful teaching opportunities, not only for character lessons but reading lessons as well. Listed below are reading skills and strategies that work great with this book.

I also created a character analysis FREEBIE to use after reading this book to your kiddos.

Reading level: 3.1
Theme/subject: bullying, confronting fears, school, pride & self esteem
Genre: Realistic fiction

Suggested Vocabulary/phrases: buck teeth, fumble fingered, shrimpo, foolish, glee, revealed

Reading skills and strategies:
  • Asking questions - {possible questions before} I wonder why Molly Lou Melon must stand tall. I wonder how big Molly Lou Melon really is.  {possible questions during} I wonder why Molly Lou had to move. I wonder how Molly Lou will be treated at her new school. I wonder why Ronald Durkin is being so mean to Molly Lou. {possible questions after} I wonder if Ronald Durkin will bully anyone else.  **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, her).
  • Author's purpose – entertain/inform {evidence} the illustrations are pretty silly. The author writes about a bully and how Molly Lou handles it. Molly Lou learns a lesson. All these things make an entertaining story that also helps you to learn about bullies and being yourself.
  • Beginning, middle, end - {most important event from beginning} Molly Lou’s grandma told her to always be herself. {most important event from middle}Molly Lou moved to a new school and was teased by a bully. {most important event from end} Ronald Durkin brought Molly Lou a penny.
  • Cause and effect – Why did Molly Lou’s grandma tell her to “walk as proudly as you can and the world will look up to you”? Because Molly Lou was the shortest girl in first grade. Why did Molly Lou’s grandma tell her “Smile big and the world will smile right alongside you”? Because Molly Lou had buck teeth that stuck out really far. Why did Molly Lou’s grandma tell her “Sing out clear and strong, and the world will cry tears of joy”? Because she had a voice that sounded like a bullfrog being squeezed by a boa constrictor. Why did Molly Lou’s grandma tell her “Believe in yourself and the world will believe in you too”? Because Molly Lou was a little bit of a klutz. Why did the kids at her new school think she was good at football? Because she caught the football and scored a touchdown. How come Ronald Durkin had to go to the nurse? Because he somersaulted backwards and hit his head. How come Ronald Durkin brought Molly Lou a penny? Because he was sorry for teasing her.
  • Character analysis - describe Molly Lou Melon. Describe Ronald Durkin {looks like, feelings, thoughts, character}
  • Classify & categorize – Classify things about you: categorize how you look and things you can do.
  • Compare & contrast – You and Molly Lou Melon. Any other character that is bullied because of what he or she looks like.  
  • Connections - {possible text-to-self connections} Feeling different. Being short. Being clumsy. Starting a new school. Feeling proud of who you are and what you can do.  {possible text-to-text connections} Any book with bullies and starting a new school.
  • Drawing conclusions & inferencing – Why do you think Ronald Durkin gave Molly Lou a penny? {text clues} Molly Lou could do some amazing things and every time she did Ronald felt foolish. {what I know} It is hard to tease someone that can do amazing things. I know that sometimes you give someone a little gift as an apology. {my conclusion} I think Ronald gave Molly Lou a penny because it was his way of apologizing to her.
  • Main idea & details - {main idea} the story is mostly about Molly Lou Melon and showing that her faults are the best things about her. {details} Molly Lou could balance pennies on her buck teeth. Molly Lou could score a touchdown when playing football by running under everyone’s legs. Molly Lou made all the kids smile when she sang.
  • Plot - the turning point or climax in the story was when Molly Lou scored a touchdown and Ronald felt foolish.
  • Problem & solution - {problem} Ronald Durkin teased Molly Lou. {solution} Molly Lou showed Ronald and all the other kids that she could do some amazing things.
  • Sequencing – Molly Lou’s grandma told her to always stand tall. Molly Lou’s grandma told her to always smile big. Molly Lou’s grandma told her to always sing out loud and clear. Molly Lou’s grandma told her to always believe in yourself. Molly Lou had to move. Molly Lou started a new school. Ronald Durkin teased Molly Lou about being small. Molly Lou scored a touchdown. Ronald Durkin called Molly Lou “Bucky Beaver”. Molly Lou balanced pennies on her teeth. Ronald Durkin made fun of Molly Lou’s voice. Molly Lou sings and all the kids smile. Molly Lou cuts out a beautiful snowflake. Ronald Durkin gave Molly Lou a penny.
  • Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
  • Strong thought – Molly Lou Melon’s grandma gave her some great advice about accepting who she was. What is some other advice you have heard that could help Molly Lou or anyone else being bullied?
  • Theme – Be the best person you can be. Believe in yourself. Be proud of who you are.
  • Visualize – Molly Lou showed Ronald Durkin and the other kids that the things that Ronald teased her about are all the things that made her special. Pick something unique about you and visualize how it makes you special.

http://www.teacherspayteachers.com/Product/Stand-Tall-Molly-Lou-Melon-Character-Analysis-Freebie-858791
IT'S FREE!!

 Happy planning!

6

I got my fix...

Every August and September as all the back to school sales start and all the pictures of great finds, useful organizing ideas and cute classrooms start flooding my RSS feed, facebook page and Instagram feed, I get sad.

I am sad because I don't have the opportunity or need to buy those great finds, organize all my teaching supplies, games, centers and books or cute-ify my classroom, the reason being is I don't have a classroom.

So I usually sit back and drool and dream through all of your purchases, ideas and pictures.

Until this year!

You see, last year my school closed and all my friends got displaced. They are now spread out all around the district. Most everyone got the school and or grade that they picked as their first choice, so everyone is happy (well as happy as you can be at a new school).

My friend Lisa was super excited because she was a middle school computer teacher and had been wanting desperately to move back to elementary. Our district has had a HUGE number of pink slip teachers so the possibility of switching grades because you wanted to was not an option.

Lisa was given a 2nd grade class! She was super excited and very overwhelmed at the prospect of basically starting over. I told her not to worry, 2nd grade is my grade and I would help her with whatever she needed.

So once all her stuff got moved to her new classroom I was there to help. She was basically starting from scratch, and had nothing from the previous years (because who has cutesy stuff in a middle school computer lab?).

Lisa was given "extra" stuff from her fellow teachers (so she didn't have to buy EVERYTHING) and the librarian was extra generous and filled her classroom library with grade level appropriate books from the school library (from the school that closed).

The week before school started I came in to Lisa's class and we started to organize, decorate and talk about all those little tasks and routines that are so important to the little guys.

We covered her bulletin boards with paper and used the donated borders. I talked her into getting rid of her teacher desk (she has a kidney table and a computer desk) to give her more room (she has 28 students).

I made her calendar wall, her behavior cards, classroom jobs and word wall - all things she didn't have to think about in middle school.

Here are a few pictures of her classroom and the few things I created for her (at this point the room was still a work in progress).


I got my fix! I was able to help, buy and create a small portion of a fun learning environment. Thanks to all you fabulous bloggers, my love of teaching and Lisa's need for help, I realized that I still know what I am talking about and have not "lost" the teacher in me.

Here's hoping you all have an excellent school year!


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I am Currently... puzzled!

How did September come so fast?

I really think time is speeding up! Really! When I was a kid I NEVER said how fast time went. School always lasted for...EVER! Winter break was always so far away and never seemed to get close enough. Spring break was always too far away to look forward too and forget about being excited for summer, it would never get here.

When summer finally came those three months were the best! Those long summer days, were just that, L...O...N...G... they were wonderful, what summer is supposed to be all about.

My kids, even as small youngin's have never complained that time took too long. They always have said, "I can't believe..." or "It's ________ already!"

Seriously, time is speeding up!

Anywho...here is my September Currently

Thanks Farley for keeping the party going!


"Who did your mother marry, Mr. Rogers? Um, no Mr. Johnson". --The Breakfast Club, enough said!

A good friend of mine moved from a middle school position to a 2nd grade position in a new school. I had so much fun helping her put her room together. 

I am marinating drum sticks in orange, lemon, lime, garlic, onions and oil. I will be a happy girl in about an hour when I sip my margarita and fire up the grill. 

How is it that teenagers don't mind dirt, dust, grime, mold, hair, soap scum, toothpaste residue, water spots and sticky floors. Their bathroom is disgusting, I never go in there because it is so gross. They are 17 and 19, I am not their maid, they have 2 hands and access to every cleaning supply needed to get that room clean, but nope, it just does not happen...ugh!

I have had so many emotional highs and lows this year. Some days I just need a bit more strength to put on that happy face, step into that good mood, and rise above the dread I feel deep in my heart. 

1. I really need to get my butt out of bed and start my walking again in the mornings...I love it so much, but lately I have been loving sleep more :(

2. My mom has metastatic breast cancer and has been afflicted with a few set backs. Time is precious, I don't want to waste it.

3. At the end of the day I need to remind myself that what I did was enough. I need to feel good about what I did and not guilty for what I didn't get to. I am only human after all!

Enjoy your September...and don't be surprised when October comes knocking on your door, because time is speeding up and it will be here in the blink of an eye!! :)

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Top 10 Books for September


This month I decided to ask my kids (they are now 17 and 19) what picture books they remember fondly from when they were little. I was surprised by many of the ones they picked and when I asked them why they remembered them they responded that it was the illustrations that they remembered the most. A couple of the books were remembered because they were books that we read together at bedtime, and others were because they remembered something from the story. So without further ado, here are the top 10 books my kids loved the most when they were little.




The Teacher from the Black Lagoon by Mike Thaler was the first book picked by my youngest - she loved the entire series. She can barely remember the stories but she loved the illustrations. This child had a very active imagination and the illustrations just captured 
her.


The Dumb Bunnies' Easter (and all The Dumb Bunnies books) by Sue Denim was another of her picks. She has fond memories of her first grade teacher reading these books as well as the books being a hot commodity in the classroom. Whenever the kids were able to pick their own books, these were always the first to go.




Madison also loved all the Berenstain Bears books. One of her favorites was New Baby. We got this book for my oldest daughter when we were getting ready to have Madison. This book has always been on our bookshelf and Madison always picked this book to read. She not only loved the illustrations, but the story.


Madison had a little lovey named BunBun. It came in her very first Easter Basket and from that moment on BunBun was a constant companion. Madison was not very happy when she had to leave BunBun in bed when she started school. When Madison first had this story, Owen by Kevin Henkes, read to her, there was an instant connection. Unfortunately for Madison we could not cut BunBun into little pieces for her to carry around, that would have been too traumatic for her as well as BunBun- she could barely handle BunBun being put in the washing machine.



Madison chose Ribbon Rescue by Robert Munsch because of the illustrations. She loved all of the ribbons and where and what they were used for. She also loved the bride and her wedding dress and how her hair was done. She would study the illustrations of the ribbons and at home she would use ribbons all around the house to make things pretty.



Dandelion by Don Freeman was chosen by my oldest daughter. She picked this book because of the illustrations and because she loved the lesson Dandelion learned, it is better to be yourself. She loved seeing how he changed and how no one was impressed, they liked him better they way he was.




Kelsey picked Ferdinand by Munro Leaf because of the simple black and white illustrations. She loved to draw and color when she was little (she is a great artists still) and these illustrations helped her with her early story telling. She would pick this story all the time for bedtime, and many times she would tell the story just by the illustrations.



Imogene's Antlers by David Small was picked by Kelsey as well. Not only did she love the illustrations but she loved how Imogene just made the best of the situation. Imogene was not sad or upset that she had antlers, she was happy. Kelsey really liked how the illustrations showed how Imogen handled having antlers.




Jamberry by Bruce Degen was at small board book that we had a home. Because it was a board book Kelsey would carry this around with her all the time. The bright illustrations and rhythm and rhyme of the story had her wandering around the house singing this story. To this day, when she sees this book she immediately smiles.




The last book Kelsey chose was Professor Wormbog in Search for the Zipperump-a-Zoo by Merer Mayer. This book was a very special book, it was mine when I was a kid and it was one of my favorites. We would read it at night before bed and we would have to be very careful with it. The illustrations are amazing in this story and both my girls would spend lots of time studying the pages of this story. They would always find something new in the pages and be so excited to share it.


I know this is probably not the list you were hoping for, but I really had a great time talking with my girls about these books and why they remembered them. If you have older kids, take a minute or two and ask them what books they remember fondly from their childhood and why. The most interesting thing that I got out of this is that the illustrations and the bedtime ritual were more important to my kids when they were younger than the story itself.

Enjoy!














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