First Day Jitters by Julie Danneberg Teaching Tips

It is the first day of school and Sarah really does not want to go! She has come up with many excuses why she shouldn't go to school on the first day, but Mr. Hartwell won't let her miss. He demands that she get out of bed and get dressed and then he drives her to school. Once Sarah gets to school she is greeted by the principal and taken to her classroom.

I wonder how Sarah's first day of school will turn out?

This is obviously a great book for the first day of school, students will identify and connect with so many parts of it. Use the below ideas, examples and sample questions to help create a meaningful lesson for this wonderful story.

Reading level: 2.6

Theme/subject: School, confronting fears,

Genre: Humorous fiction

Suggested vocabulary/phrases: jitters, snapped up, trudged, cold and clammy

Reading skills and strategies:

• Asking questions – these are just possible questions or wondering from either the student or teacher
• Before  

1. I wonder what jitters means.
2. I wonder why she is so afraid.
3. I wonder if she will go to school.

• During

1. I wonder if she will get out of bed.
2. I wonder what grade she is in.
3. I wonder if her teacher will make her feel better.
4. I wonder why she has that kind of lunch box.

• After

1. I wonder why the author made us think the character was a child.
2. I wonder how she will be as a teacher.

  **Remember to have your students answer/reflect their questions.

• Author's point of view – third person – she, her
• Author's purpose – to entertain
• Evidence
1. The author made us think it was a child afraid to go to school.
2. The teacher had a funny lunch box.
3. The illustrations were silly when they were “looking for her”.
• Beginning, middle, end – the most important event from each
• Beginning – Sarah wouldn’t get out of bed to go to school.
• Middle – Sarah finally got ready for and went to school.
• End – Sarah was introduced to her new class.
• Cause and effect  

1.Why did Sarah have the jitters?

Because it was the first day of school

2.Why did Sarah hate her new school?

Because she was starting a new school all over again.

3.Why did Sarah think it was going to be hard at her new school?

Because she wasn’t going to know anyone.

4.Why did Sarah think everyone would think she was lucky?

Because was at home in bed and not at school.

5.Why did Mr. Hartwell have to be stern with Sarah?

Because she wouldn’t get ready for school.

6.Why did Sarah slump down in the car?

Because the principal was coming over to the car.

• Character analysis - describe character {looks like, feelings, thoughts, character, how others think/see the character}
• Character changes –
• In the beginning – Sarah didn’t want to go to school because she thought it was going to be hard. Sarah was not happy.
• In the end – Sarah finally made it to school and she looks like she might be happy.
• Classify & categorize
• Classify – Different feelings on the first day of school.
• Categorize – Positive feeling, Negative feelings. Nervous and Excited, Happy and sad, etc.
• Compare & contrast
1. Your morning the first day of school and Sarah’s morning the first day of school.
2. Your teacher’s morning to Sarah’s morning.
• Connections
• Text-to-self   
1. Feeling jittery on the first day.
2. Not wanting to get out of bed.
• Text-to-text – anything about starting school and feelings
1. The Black Lagoon books – class or teacher
2. The New Bear at School
3. Don’t Eat the Teacher
4. Little Cliffs First Day of School
• Drawing conclusions & inferencing –
• As you read the story who do you think the story is about?
1. Text clues – the illustrator draws the picture so we can’t see Sarah. Sarah doesn’t want to get out of bed. Someone that looks like a dad demands that she gets out of bed. The “dad” makes her lunch and breakfast. The dad drives her to school.
2. What I know – All the things that Sarah did in the story are more like what a child would do then an adult or a teacher.
3. My conclusion – I thought that Sarah was a student.
• Fact & opinion – about or within the story
• Facts  
1. Sarah’s hands were cold and clammy.
2. Sarah felt sick.
3. Sarah had a bus on her lunch box.
4. The principal introduces Sarah to her class.
5. Sarah was the new teacher.
• Opinions
1. The first day of school is scary for everyone.
2. Teachers aren’t supposed to be nervous.
3. Sarah’s students looked like they were going to give her trouble.
4. The principal looked friendly.
5. Sarah looked like she was going to be a good teacher.
• Main idea & details
• Main idea – The story is mostly about Sarah being nervous about starting a new school.
• Details
1. Sarah wouldn’t get out of bed.
2. Sarah felt sick.
3. Sarah ducked down when the principal came up to the car.
• Plot - the turning point or climax in the story was at the very end when we get to finally see who Sarah is.
• Predict            
1. What is the story going to be about?
2. Who do you think Sarah is?
3. Do you think Sarah will make it through the day?
4. Do you think the students will like Sarah?
5. Do you think Sarah will be a good teacher?
6. Do you think Sarah will be as nervous on day 2?
• Problem & solution
• Problem – Sarah is so nervous for the first day of school.
• Solution – Her husband makes her get up and go to school.
• Sequencing
1. Sarah wouldn’t get out of bed.
2. Sarah thinks her new school is going to be hard.
3. Mr. Hartwell got stern with Sarah.
4. Sarah got out of bed and got dressed.
5. Sarah was handed her lunch and a piece of toast.
6. Sarah was driven to school.
7. The principal greeted Sarah at the car.
8. The principals led Sarah to her classroom.
9. The principal introduced Sarah to her class.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Strong thought – someplace in the story that the reader has a strong reaction for example an “I knew it”, or “Don’t do it” type of moment while reading.
• At the very end we finally figure out that Sarah is not a student but the teacher.
1. If you were Sarah’s student what would you do or say to her so she wouldn’t be so nervous?
• Summarize – try to summarize without giving the surprise away.
• Someone - Sarah
• Wanted – didn’t want to go to school on the first day
• But – but she finally got out of bed and got ready
• So – so that she could be driven to school.
• Then – Then the principal took her to her new class and she
• Finally – finally meets all the students.
• Theme – the lesson, message or moral of the story
• Don’t think you are the only one that feels the same way you do.
• It is important to face your fears.
• Visualize – what do YOU picture…
• Sarah didn’t have a very good morning getting ready for her first day of school. Visualize what your teacher’s morning was like on the first day of school.

I have created a reading skills and strategies pack to go with this book.

 

Happy reading!

0

Alice and Greta by Steven J. Simmons - Teaching Ideas

 
Alice and Greta are completely different witches. They dress differently, they look different and they use their magic in completely different ways.

Greta is as mean and nasty as they come and Alice is so sweet with her rosy outlook, she is the kind of witch you would love to meet!

Alice loves to use her powers to help people and make them happy while Greta makes children cry. One day, Greta finds a school playground filled with happy school children and decides to cover them with icky sticky marshmallow. All the kids cry and call for help. Alice hears the children and comes to help but before she can Greta covers her with the icky sticky marshmallow as well. 

Will Alice save the kids? Will she get herself unstuck? But the most important question of all is, will Greta ever learn the most important lesson of all?

This is one of (and I have lots) my favorite Halloween books. It offers so many great teaching opportunities, just look below.

If you love this book and want to read it for Halloween but want make sure you are offering a meaningful lesson to go along with it, take a look at the packet I created.

Reading level: 3.5

Theme/subject: good vs. bad,

Genre: Halloween, fantasy

Suggested Vocabulary/phrases: rosy outlook, putrid, enchanting, deviously diabolical, weave their spells, perplexed, snickered

Reading skills and strategies:

• Asking questions - {possible questions before} I wonder if Alice and Greta are witches. I wonder if Alice and Greta are sisters. I wonder which witch is Alice and which one is Greta. One witch looks mean and the other looks nice, I wonder if that is true. {possible questions during} I wonder why Greta needed to be so mean. I wonder when it will all come back to Greta. {possible questions after}  I wonder if Greta learned her lesson. **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, they, she).
• Author's purpose – entertain {evidence} There are no such thing as witches. All the spells and chants were silly. It cannot ever rain sticky gooey marshmallows. All of these things make a very silly and entertaining story.
• Beginning, middle, end - {most important event from beginning} Alice and Great were very different witches. {most important event from middle} Alice did spells and chants that helped people and Greta’s spells and chants were to hurt and scare people. {most important event from end} Greta got what was coming to her.
• Cause and effect – Why is the story called Alice and Greta? Because the story is about Alice and Greta. Why was Alice’s outlook like her clothes? Because they were always rosy. Why was Greta’s outlook like her clothes? Because they were putrid like her personality. Why were Alice and Greta so different? Because Alice was a nice witch and Greta was a mean witch. How come Greta didn’t learn the most important lesson of all? Because she didn’t listen in class. How come the family in the boat waved their thanks? Because Alice helped save them. How come the kids on the beach ran crying? Because Greta sent in a big wave to destroy their sand castle. Why were the soccer players perplexed and disappointed? Because they couldn’t find any of the soccer balls to finish the game. Why did the school children have to call for help? Because Greta had covered them with icky, sticky marshmallows. How come Alice couldn’t come help the kids? Because Greta cast a spell that covered Alice with icky, sticky marshmallow as well. How come Greta ended up in a pile of icky, sticky marshmallow? Because Alice cast a spell on Greta about whatever you chant, whatever you brew, sooner or later, comes back to you. Why is Greta stuck? Because she is stuck learning things she should have learned long ago.
• Character analysis - describe Alice, describe Greta {looks like, feelings, thoughts, character}
• Classify & categorize – Witches – good witches and bad witches
• Compare & contrast – Greta and Alice
• Connections - {possible text-to-self connections} friends that are and do nice things. Friends that are and do mean things.  {possible text-to-text connections} Connect this book to Miss. Nelson is Missing by Harry G. Allard. Both books have two “witches” one that does good and one that does not.
• Drawing conclusions & inference – Why do you think, “Whatever you chant, whatever you brew, sooner or later comes back to you” is called the Brewmerang Principle? {text clues} There is a boomerang drawn on the board as well as a drawing of what a boomerang does. {what I know} I know the author played with the word boomerang and made it brewmerang because he was talking about witches and they brew magic spells. I also know that when you throw a boomerang it is supposed to come back to you. {my conclusion} I think “Whatever you chant, whatever you brew, sooner or later comes back to you” is called the Brewmerang Principle because the witches were supposed to learn that depending on how they used their spells – for good or bad – they could come back to them, just like a boomerang comes back to you.
• Fact & opinion – {facts} Alice wore pink. Greta wore green. Alice helped people with her spells. Greta hurt people with her spells. Alice enjoys her view. {opinions} Alice is the nicest witch of all. Greta is the meanest witch of all. Alice should wear red instead. Greta should wear black instead. Greta learned an important lesson.
• Main idea & details - {main idea} The story of Alice and Greta is mostly about Alice and Greta being completely different kinds of witches, one good and one bad.  {details} Alice had a rosy outlook while Greta had a putrid outlook. Alice’s spells were enchanting and Greta’s spells were deviously diabolical. Alice saved a family with spell about a big wave and Greta made children cry with the same spell.
• Plot - the turning point or climax in the story was when Greta used her spell on Alice.
• Predict – What do you think the story is going to be about? What do you think will happen to Greta for not learning the most important lesson of all?  How do you think Alice will help the family? What do you think Greta will do to the children at the beach? What do you think Greta will do to the soccer game? How do you think Alice will help the little boy looking of his dog? Do you think the school children will like being covered with sticky marshmallow? How do you think Alice will get out of the marshmallow? Do you think Greta will learn her lesson?
• Problem & solution - {problem} The problem is that Greta uses her magic for bad. {solution} Alice finally had enough so she turned a spell around and got Great stuck in the icky, sticky marshmallow until she learned the most important thing about spells, what goes around comes around.
• Sequencing – Two witches that looked alike lived on the top of a mountain. Alice’s outlook was rosy. Greta’s outlook was putrid. Alice and Greta went to the same school. Greta was too busy goofing off to learn the most important of all at school. Alice and Greta graduated from school and went into the world. Alice saved a family and their boat. Greta destroyed a sandcastle and made children cry. Alice helped a boy find his dog. Greta made a soccer team lose the championship game. Greta cast a spell that covered some school children with icky, sticky marshmallows. Greta covered Alice with the icky, sticky marshmallow too. Alice cast a spell that covered Greta with all the icky, sticky marshmallow until she learned the most important rule of all. Greta is still learning the most important rule of all.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Strong thought – The Brewmerang Principle is, whatever you chant, whatever you brew, sooner or later comes back to you. Even if Greta was listening to the teacher when this was being taught, do you think she would still cast mean spells on other people? Why or why not?
• Summarize - {someone} Alice {wanted} wanted to do good things in the world {but} but Greta wanted to do bad {so} so one day Alice cast a spell on Greta to learn the most important lesson of all. Greta is still learning that lesson.
• Theme – what goes around comes around. Be careful how you treat others because it may come back to you. Pay attention in school, you might miss the most important lesson of all.
• Visualize - Alice was such a nice witch; she was always helping those that needed help. Visualize something that you need help with that Alice could cast a spell to help you out.

Happy planning!

3

The New Bear at School by Carrie Weston - Teaching Ideas

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When the students of Miss Clucks class learned that they were getting  new student, they were all so excited, until Boris walked in. He was big and hairy, and scary. All the kids immediately decided that they were not going to be friends with a big, hairy, scary bear. Boris was so sad! By the end of day Boris was a very lonely bear. As Boris walked home by himself he came upon the kids in the class being bullied by the rat pack. Boris however, didn't realize that they were being bullied, he thought they were playing, so when Boris walked up with a big grin on his face wanting to play, the rat pack got scared and ran away. You see, when Boris smiles his big pointed teeth make him look mighty fierce. Because Boris saved them, the kids no longer thought he was a big, hairy, scary bear!

This is a great beginning of the year book with a great lesson about judging people before you get to know them, as well as how you should treat a new student.

This book also works really well with many of the reading skills and strategies. Take a look below at the examples and ideas to help create a great lesson.

I have also created a packet including just about all of the skills and strategies listed below.

Reading level: 2.6

Theme/subject: school, friends, new life experiences

Genre: fiction

Suggested Vocabulary/phrases: squealed with delight, enormous, grizzly bear, proud, fierce, scattered, panic, scampered, plodded, the rat pack, trembled, greet,

Reading skills and strategies:

• Asking questions - {possible questions before} I wonder how the new bear felt at school. I wonder if the other kids like the new bear. I wonder if the new bear will have a good day at school. {possible questions during} I wonder if the other kids will ever be nice to Boris. {possible questions after} I wonder if the kids will fall asleep during story time because they are sitting on Boris’s cozy lap.  **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, him, and everyone, Boris).
• Author's purpose – entertain {evidence} Bear’s don’t go to school. Animals don’t talk. The illustrator drew cute pictures. All these things make an entertaining story.
• Beginning, middle, end - {most important event from beginning} The kids in the class screamed when Boris walked in. {most important event from middle} Boris cried because he was a hairy, scary, grizzly bear. {most important event from end} Boris scared away the rat pack and saved the kids.
• Cause and effect – Why was everyone excited? Because there was going to be a new animal in the class. How come everyone screamed when Boris walked into the class? Because Boris was an enormous, hairy, scary grizzly bear. How come Boris had to sit on the floor? Because he broke the chair he sat in.  Why was there panic in the room? Because Boris showed his teeth and sharp claws when he showed the kids the picture in his new book. How come Boris ate lunch all by himself? Because nobody would move over on the bench. Why did Maxwell start to cry? Because when Boris counted his voice boomed. How come Boris sat by himself and cried? Because he was a scary, hairy, big grizzly bear. Why were Leticia, Maxwell, Fergus and the mice trembling? Because the rat pack circled them. Why did the rat pack get scared and run away? Because Boris greeted the rat pack with his biggest, widest bear grin. Why didn’t the kids mind that there was no room on the floor at story time? Because the kids all had a soft warm place to sit.
• Character analysis - describe Boris {looks like, feelings, thoughts, character}
• Character changes – Boris was sad in the beginning of the story because all the kids were afraid of him. At the end of the story Boris was happy because all the kids loved him.
• Classify & categorize – Classify ways to treat a new student. Categorize positive and negative ways.
• Compare & contrast – compare and contrast Boris to the other kids.
• Connections - {possible text-to-self connections} starting a new school. Feeling lonely. Not having any friends. Crying at school because of no friends. {possible text-to-text connections} Connect this book to any first day of school book.
• Drawing conclusions & inferencing - What kind of bear were the kids expecting to start school? {text clues} Leticia held up a picture of a pink fluffy bear. Maxwell showed a picture of a brown bear with velvet paws. Fergus thought any teddy bear would be good. {what I know} If I have never seen something in real life it is hard to picture what it will really be like.  {my conclusion} I think the kids have only seen teddy bears and bears in books so they were expecting a small little bear like a teddy bear.
• Fact & opinion – {fact} Miss Cluck was the teacher. The kids screamed when Boris walked in. Boris ate his lunch by himself. Boris cried. Boris scared the rat pack away. {opinion} Boris was scary. The kids were mean to Boris. Miss Cluck thought Boris was a trouble maker. The rat pack was going to hurt the kids. 
• Main idea & details - {main idea} Boris started school and everyone thought he was a hairy, scary, big grizzly bear. {details} Miss Cluck introduced Boris to the class. The kids screamed when they saw Boris. Boris ate lunch by himself. 
• Plot - the turning point or climax in the story was when Boris scared away the rat pack.
• Predict – What do you think the story is going to be about? How do you think the kids will react when they see Boris?  Do you think the kids will ever be friends with Boris? What do you think will happen when to the rat pack when Boris walks up? What will the kids think of Boris now that he scared the rat pack?
• Problem & solution - {problem} the kids think Boris is a hairy, scary big grizzly bear. {solution} Boris scared away the rat pack and now the kids think Boris is a hero.
• Sequencing – Miss Cluck told the class they were getting a new student. The students tried to guess what kind of bear the new student would be. The kids screamed when Boris walked in the class. Boris sat in a chair and broke it. The kids wouldn’t move over on the bench. Boris ate lunch by himself. Boris made Maxwell cry when he counted in a loud voice. Boris cried because he didn’t have anyone to play with or talk to. All the kids walked home. The rat pack jumped out and circled all the kids. Boris walked up to the rat pack with the biggest grin. The rat pack got scared and ran away. The kids told Miss Cluck how Boris saved them. The kids cuddled in Boris’s lap during story time.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Strong thought – Boris was crying in the classroom because he didn’t have anyone to talk to or play with. What would you say to the kids about how they treated Boris and what would you tell them they should do instead?
• Summarize - {someone} Boris {wanted} wanted to be friends with the kids at school {but} but the kids were afraid of him {so} so he was lonely and sad. {then} Then Boris saved the kids from the rat pack and {finally} was happy at school.
• Theme – Don’t judge a book by its cover. Treat others, as you would want to be treated.
• Visualize – Usually smiling at someone makes them feel good, but whenever Boris smiled everyone around got scared.  Visualize yourself starting a new school, what would you do to show you were a friendly nice person?

Happy planning!

0

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.
    
  
 

 Happy Planning!

2

Caps for Sale by Esphyr Slobodkina - Teaching Ideas

The peddler carries his caps on his head.

The peddler sells his caps.

 The villagers would not buy the peddler's caps.

The peddler decided to take a nap in the country.

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

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

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

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

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

Reading level: 2.9

Theme/subject:  creativity/imagination

Genre: classic fiction

Suggested Vocabulary/phrases: peddler, wares

Reading skills and strategies:

• Asking questions - {possible questions before} I wonder what the story will be about. I wonder why the man is in the tree. {possible questions during} I wonder why the man carries all the caps on his head. I wonder why no one wants to buy caps. I wonder why the man did not take the caps off his head when he fell asleep. I wonder where the monkeys came from.  {possible questions after} I wonder if anyone will buy caps now.  **Remember to have your students answer/reflect their questions.
• Author's point of view – Third person. Be sure to find 3 pieces of evidence to support this.
• Author's purpose – entertain {evidence} It is very silly that the man wears all the hats on his head. The monkeys look silly wearing the caps. These things make a very entertaining silly.
• Beginning, middle, end - {most important event from beginning} The peddler could not sell any caps so he took a walk to the country.  {most important event from middle} The peddler fell asleep against a tree with the caps on his head. {most important event from end} The monkeys finally threw down the hats.
• Cause and effect – Why did the peddler hold himself very straight? So as not to upset the caps on his head. Why did the peddler put his hand up? So he could feel if the caps were straight. Why did the peddler fall asleep? Because his caps were all there. Why did the peddler look to the right and left of him? Because he was looking for his caps. Why did the peddler talk to the monkeys? Because he didn’t know what else to do.  Why did the monkeys shake their finger at the peddler? Because he shook his finger at the monkeys.  Why was the peddler angry? Because the monkeys would not give the peddler his caps back. Why did the peddler take his cap off and throw it on the ground? Because he was so angry at the monkeys for not giving him his caps back. Why did the monkeys throw the caps onto the ground? Because they were copying the peddler and that is what he did. Why did the peddler walk back to town? So he could try to sell his caps.
• Connections - {possible text-to-self connections} getting very angry at someone because they won’t do what you want them to do.
• Fact & opinion – (fact) The peddler wore his caps on his head. He did not sell a cap. He fell asleep against a tree. Monkeys took his caps. The peddler was very angry. The peddler got his caps back. (opinion) The peddler was a nice man. The monkeys were mean to the peddler. The peddler was enjoying his day. The peddler looks silly with all the caps on his head.
• Main idea & details - {main idea} The story is mainly about the peddler and his caps. {details} The peddler wore his caps on his head. The peddler tried to sell his caps. The peddler slept with the caps on his head. Monkeys took the caps off the peddlers head. The peddler tried to get his caps back from the monkeys.
• Plot - the turning point or climax in the story is when the peddler got so angry he threw his cap down on the ground.
• Predict – What do you think the story is about? Do you think the caps will ever fall off the peddler’s head?  Do you think the monkeys will give the peddler his caps back? How do you think the peddler will get his caps back?
• Problem & solution - {problem} The monkeys took the peddler’s hats and he can’t get them back. {solution} The problem was solved when the peddler got so angry he threw his cap down on the ground.
• Sequencing – The peddler wore his caps on this head. He tried to sell the caps. Nobody in the village would buy his caps. The peddler walked to the country. He checked his caps then took a nap. The peddler woke up and found that his caps were missing. He looked up into the tree and saw the monkeys wearing his caps. The peddler shook his finger; the monkeys shook their finger back. The peddler shook his hands; the monkeys shook their hands back. The peddler stomped his foot, the monkeys stamped their foot back. The peddler stomped both feet, the monkeys stomped both feet back. The peddler was so angry that he threw his cap on the ground. The monkeys threw their caps on the ground. The peddler stacked his caps and headed back to town.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Strong thought – When the peddler woke up his caps were missing. He saw that the monkeys had them in the tree. The peddler did not know what to do to get them back. What is something else you could tell the peddler to do to get them back?
• Summarize - {someone} The peddler {wanted} wanted to sell his caps {but} but the monkeys took all of them. The peddler got so mad that the monkeys {finally} finally gave them back.
• Theme – it is hard to reason with monkeys.
• Visualize – The peddler sold caps, and carried them on his head. Visualize what you would sell and how would you carry it around to try to sell.

 

Happy Reading!

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All About Turkeys by Jim Arnosky - Teaching Ideas

Jim Arnosky does a great job introducing his readers to the turkey. By the end of this nonfiction book the reader will have learned many facts about the turkey, such as its predators, where they sleep, how far and how high they can fly, what they eat and where they lay their eggs. By the end of your read aloud your students will be able to go home and tell their parents all about turkeys.

I have come up with some information to help you create a great nonfiction lesson about turkeys.

If you would like some nonfiction activities about turkeys without having to create them yourself then take a look at the packet I created to go with this book.

Reading level: 4.7

Topic: turkeys

Genre: nonfiction - informational

Suggested Vocabulary and phrases: hardy birds, wary, iridescent, bronze, caruncle, wattle, edge land, flocks, poults, predators, roost

Reading skills and strategies:

• purpose for reading – to find out more about turkeys
• author's purpose – inform {evidence} list a few facts about turkeys.
• organization
• ideas or topics – the author wrote the book by topics – where they live, what they are called, what they eat, where they sleep, etc.
• classify & categorize – things about turkeys – body parts, food, predators, names, etc.
• compare & contrast – Turkey Toms and Turkey Hens
• fact & opinion - {facts} Turkeys are birds. Turkeys have feathers. Turkeys eat nuts and seeds. Turkeys travel in flocks. Turkeys make a gobbling sound. {opinions} I love to eat turkey. Turkey is delicious. Turkeys are scary birds. I don't think turkeys scan fly very good. I think turkeys would make good pets.
• main idea & details - {main idea} The text is about turkeys {details} Turkeys sleep in roost trees. Turkey babies are called poults. Turkeys can fly.
• predict – How many eggs do they lay? Where do they lay their eggs? How heavy do they get? Where do you think they sleep? Where do turkeys sleep? What are baby turkeys called?
• story elements - list title, author, topic, organization, KWL
• summarize main idea – {author}Jim Arnosky wrote {book title} the book All About Turkeys {author’s purpose} to inform us {statement about topic} about turkeys. {at least 2 detail} The book tells us that male turkeys are called Toms and female turkeys are called Hens.

Happy reading!

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