That's Not Santa by Leonard Kessler - Teaching Ideas

 
Santa wakes on December 24th to find that his red suit is missing. He looks high and he looks low and cannot find it. Santa must have something to wear because he needs to deliver Christmas presents. Santa decides to go to the attic to find something suitable to wear tonight as he delivers all the presents. Santa comes down wearing a complete cowboy outfit ready to go, but all the elves look and him and say "That's not Santa". Santa continues trying on different outfits hoping for a suitable one, but the elves don't like any of them. Finally, Mrs. Claus comes home and gives Santa his Christmas gift. When he unwraps it, he finds a brand new red suit. Now Santa is ready to go!

Listed below are the reading skills and strategies you can use to help you create a meaningful activity to go with this book after your students read it. Or, you can use the sequencing activity I created below.

Reading level: 1.5

Theme/subject: Christmas

Genre: Holiday

Reading skills and strategies:

• Asking questions - {possible questions before} I wonder what the story is going to be about. I wonder who is trying to be Santa. {possible questions during} I wonder where Santa’s suit is. I wonder if Santa will ever find his suit. I wonder what Santa will where if he doesn’t find his suit. {possible questions after} I wonder if Mrs. Claus has ever gone with Santa before.  **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 (his, he, Santa).
• Author's purpose – entertain {evidence} Santa looked silly wearing all those different costumes. It is funny that Santa wants to go out in his underwear.
• Beginning, middle, end - {most important event from beginning} Santa woke up and couldn’t find his red suit. {most important event from middle} Santa went to the attic and found some clothes to wear. {most important event from end} Mrs. Claus gave Santa a Christmas present that was a new suit.
• Cause and effect – Why was it time for Santa to put on the red suit? Because it was the day before Christmas. Why does Santa look under his bed? Because he is looking for his red suit. How come the elves tell Santa he can’t wear the cowboy clothes? Because that is not what Santa is supposed to wear. How come Santa thinks he is ready to go? Because he is wearing his red underwear. Why won’t Mrs. Claus let Santa go out in his underwear? Because she says he will catch a cold.  How come Mrs. Claus is going with Santa? Because she has a new red suit too.
• Character analysis - describe Santa. {looks like, feelings, thoughts, character}
• Classify & categorize – Classify clothes: categorize clothes Santa should wear and clothes he should not wear.
• Connections - {possible text-to-self connections} Not being able to find something you need. Getting a present of something you really need or want.
• Drawing conclusions & inference – Why does Santa think that his underwear would be good enough to go out and deliver presents? {text clues} Santa’s underwear was red. {what I know} Santa wears a red suit. {my conclusion} Since Santa could not find his red suit and nothing else looked like Santa, he thought his underwear would be good enough.
• Fact & opinion – {fact} Santa could not find his Santa suit. The book starts on December 24^th. Santa put on a cowboy outfit. Santa wanted to wear his underwear to deliver presents. Mrs. Claus went with Santa.  {opinion} Santa slept in too long. Santa looked good in his cowboy outfit. Santa would have been warm enough in his underwear.
• Main idea & details - {main idea} The story is mostly about Santa not being able to find his red suit. {details} Santa looked under his bed. Santa put on a cowboy outfit when he couldn’t find his red suit. Mrs. Claus got Santa a new red suit.
• Plot - the turning point or climax in the story is when Mrs. Claus gives Santa a Christmas present.
• Predict – What do you think the story is going to be about? Who do you think is trying to be Santa? What do you think Santa will come down dressed in? Do you think Santa will find his suit? Where do you think Santa will find his suit?
• Problem & solution - {problem} Santa cannot find his red suit. {solution} Santa tries on other clothes to wear instead of his red suit.
• Sequencing - Santa wakes up and can’t find his red suit. Santa looks under the bed. Santa goes to the attic and puts on a cowboy outfit. Santa puts on a pirate outfit. Santa tries on a joker suit. Santa then tries on firefighter clothes and then a baseball uniform. Santa decides to wear his red underwear. Mrs. Claus gives Santa a Christmas present. Santa gets a new red suit. Santa and Mrs. Claus deliver presents together.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Strong thought – Santa tried on all different clothes to wear when he couldn’t find his red suit. Do you think it would be all right for Santa to wear something other than his red suit to deliver presents? Why or why not?
• Summarize - {someone} Santa {needed} needed to get ready to deliver presents {but} but he couldn’t find his red suit {so} he went to the attic to try on different outfits. Mrs. Claus {finally} finally came home and gave Santa a new red suit.
• Visualize – Santa could not find his red suit so he went to the attic and found different outfits to wear instead. If you were going to give Santa some clothes to wear, what would it be?

IT'S FREE!!

Happy planning!

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Move Over, Rover! by Karen Beaumont - Teaching Ideas

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

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

Reading level: 2.6

Theme/subject: weather, animals

Genre: animal stories

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

Reading skills and strategies:

• Asking questions - {possible questions before} I wonder what the story is about. I wonder why Rover needs to move over. {possible questions during} I wonder if the blue jay will fit in the doghouse. {possible questions after} I wonder if the doghouse still smells like skunk.  **Remember to have your students answer/reflect their questions.
• Author's point of view – Third. Be sure to find 3 pieces of evidence to support this.
• Author's purpose – entertain {evidence} The story is told in rhyme. Animals are always entertaining. The illustrator drew cute animals. All of these things make an entertaining story.
• Beginning, middle, end - {most important event from beginning} It started to rain while Rover was in his doghouse. {most important event from middle} All the animals got into the doghouse to get out of the rain. {most important event from end} The skunk stunk up the doghouse and all the animals left because of the smell.
• Cause and effect – Why did the animals all go into the doghouse? Because of the rain. Why did all the animals flee the doghouse? Because the skunk stunk up the doghouse. Why was Rover happy? Because he was all alone in the doghouse.
• Main idea & details - {main idea} the story is mostly about the animals finding shelter from the rain. {details} The cat came in. The raccoon came in. The blue jay came in.
• Plot - the turning point or climax in the story is when the skunk stunk up the doghouse.
• Problem & solution - {problem} It started to rain and all the animals needed to get out of the rain. {solution} All the animals squeezed into Rover’s doghouse.
• Sequencing – Rover was in his doghouse. It started to rain. The cat came in. The raccoon came in. The squirrel came in. The blue jay came in. The mouse came in. There was a terrible smell. All the animals ran out. The skunk was left in the doghouse. The storm is over. Rover is all alone in the doghouse.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Visualize – When it started to rain Rover snuggled into his doghouse. Visualize where you want to be when it starts to rain with thunder and lightning?

Happy Reading!

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Clifford's Christmas by Norman Bridwell - Teaching Ideas

Clifford's Christmas starts on Thanksgiving with a Thanksgiving Day parade. Emily Elizabeth and Clifford do many things together before Christmas, they build snowmen, play ice hockey, hang Clifford's stocking and pick out a Christmas tree. On Christmas Eve, Santa makes a stop on Clifford's roof but he can't find the chimney! Santa accidentally steps off the roof and lands right in Clifford's stocking. Clifford helps Santa back into his sleigh and sees him off. The next morning Clifford and Emily Elizabeth open their presents.

This book doesn't actually have much substance, but it is a great "just right" holiday book for your students. Listed below are some reading skills and strategies that you could use to create a meaningful holiday activity for your students to practice, or you can just download the sequencing activity I created...for FREE!

Reading level: 1.7

Theme: Christmas

Genre: holiday fiction

Reading skills and strategies:

• Author’s point of view – 1^st person. Be sure to find 3 pieces of evidence to support this.
• Author’s purpose – entertain {evidence} Clifford is a huge red dog. Clifford makes a snowdog. Santa falls into Clifford’s huge stocking. All these things are silly and make an entertaining story.
• Cause and effect – Why did the kids make a snowman? Because it just snowed. How come the ice broke? Because Clifford tried to play ice hockey with the kids. How come the Christmas tree that Clifford picked out wouldn’t fit in the house? Because it was too big for the house. Why was Clifford surprised? Because he got a kiss when he woke up from is nap. Why did Clifford and Emily Elizabeth hang up Clifford’s stocking? Because it was Christmas Eve. Why was Santa walking around Clifford’s roof? Because he was looking for the chimney. Why was Santa in Clifford’s stocking? Because he fell into it.
• Character analysis - describe Clifford {looks like, feelings, thoughts, character}
• Connections - {possible text-to-self connections} Getting ready for Christmas. Getting a Christmas tree. Building a snowman. Playing hockey. Counting down the days to Christmas. Hanging your stocking.
• Main idea & details - {main idea} Clifford and Emily Elizabeth were getting ready for Christmas. {details} They got a Christmas tree. They hung Clifford’s stocking. Clifford and Emily Elizabeth made snowmen.
• Predict – What do you think the story is going to be about? What kind of snowman do you think Clifford is going to make? Who do you think is going to kiss Clifford? What do you think is going to happen to Santa on Clifford’s roof?  What do you think Clifford will get for Christmas?
• Sequencing – Clifford and Emily Elizabeth start celebrating Christmas at the Thanksgiving Day parade. After it snowed they made snowmen. Clifford broke the ice when he played hockey. Clifford picked out a Christmas tree. Clifford got kissed under the mistletoe. Emily Elizabeth hung up Clifford’s stocking. Santa fell into Clifford’s stocking. Clifford dumped Santa out of his stocking. Clifford put Santa back in his sleigh. Clifford opened his presents. 
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.

IT'S FREE!

Happy Holidays!

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The Halloween Play by Felicia Bond - Teaching Ideas

This is a sweet little story about Roger and his class play. Roger has a small but very important part in this play and the whole town will be there to see it. The author keeps the reader wondering what Rogers small but very important part is. Your students will smile when they finally find out what Rogers part in the play is.

If you have this book here is some information that may help you create a fun lesson for your students.

Reading level: 1.6

Theme: Halloween, school

Genre: fiction

Suggested Vocabulary: honor, leaped, twirled, modest

Reading skills and strategies:

• asking questions - {possible questions before} I wonder what the play is going to be about? I wonder who is standing on the pumpkin? {possible questions during} I wonder what Roger's part is going to be? {possible questions after}I wonder what Roger meant when he said he didn't need a picture? **Remember to have your students answer/reflect their questions.
• author's point of view - 3rd person. Find 3 pieces of text evidence to prove this.
• author's purpose -  entertain {evidence} Mice don't go to school. Mice can't sing and dance and mice don't put on plays. All these things make for a very entertaining story.
• beginning, middle, end - {most important event from beginning} Roger's class was practicing for a play. {most important event from middle} All the mice were singing and dancing in the play. {most important event from end} Roger came on stage in his costume and all the mice danced around him.
• cause and effect - Why was Roger's class putting on a play? because it was almost Halloween. Why did the class practice over and over again? because they wanted to get everything right. Why did the class make invitations? because they wanted to invite everyone from all over town. Why did the audience laugh? because the play was funny. Why was Roger listening closely from behind the curtain? because he was waiting for his part to come up. Why did the audience applaud loudly? because the Halloween pumpkin came out on stage.
• characterization - describe Roger {looks like, feelings, thoughts, character}
• connections - {possible text-to-self connections} Having your class put on a play. Singing and dancing in your classroom. Having the lead role in a play. Feeling good about something you did.
• drawing conclusions & inferencing - How do you think Roger felt after the play? {text clues} Everyone applauded when he came out on stage. I see that Roger is smiling as he is laying in bed. {what I know} If people clap for me I usually feel very happy. {my conclusion} I think Roger felt very happy after the play.
• main idea & details - {main idea}Roger's class is putting on a class play for Halloween. {details} The class is practicing their singing and dancing. The class sends out invitations. The auditorium is filled. Everyone applauds at the end and the class takes a bow.
• plot - the turning point or climax in the story when Roger comes out on cue.
• predict - What do you think the story is going to be about? What do you think Roger's part is? Do you think the audience will like the play?
• sequencing - It is three days before Halloween. The class is practicing for the play. The class sends out invitations. The auditorium is filled. The class is singing and dancing on stage. Roger comes out on cue. The audience applauds. Roger's dad takes his picture.
• story elements - list title, author, character's, setting, beginning, middle, end, or problem & solution.

Here is a fun sequencing freebie for you to share with your students.

Happy Reading!

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Clifford's Valentines by Norman Bridwell - Teaching Ideas

This level 1 Hello Reader is a great book for your beginning readers to read during your Valentine's Day activity filled day. This book has many sight words and super fun illustrations for the picture support your young readers need.


Here is some more information about this book you might find helpful.

Reading level: 1.0

Theme: holiday - Valentine's Day

Genre: animal stories, holiday

Suggested Vocabulary: letter carrier

Reading skills and strategies:

• beginning, middle, end - {beg} It's Valentine's Day and Clifford gets some cards. {mid} It starts to snow. {end} Clifford goes to the park where everyone is and makes a heart in the snow.
• characterization - describe Clifford
• predict - What is Clifford's idea? What is Clifford going to do at the park?
• sequencing - It is Valentine's Day. Clifford gets a card from a boy. Clifford gets a card from a girl. Clifford gets a card from a woman. Clifford gets a card from a man. The mail man bring Clifford cards. It starts to snow. Clifford runs to the park. Clifford makes a heart in the snow.
• story elements - setting, characters, beginning, middle & end, plot

Instead of having your students just read the story, extend their learning by having them sequence the story or draw the information needed to complete the story map that I have created to go with this book.

IT'S FREE!!

Happy reading!

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Friends by Helme Heine - Teaching Ideas

The three friends out on an adventure.

by Helme Heine

These three friends love to be together. They spend the day doing what friends like to do, playing, pretending, and learning how to compromise. They first take off on their bike exploring the countryside. In their travels, they discover a pond where they play hide and seek, play pirates and go fishing. As the sun starts to set, they head home. Not wanting their fun to end, they decide to have a sleepover, but to their dismay, there is a problem at each of their houses. Do these three friends end up having a sleepover? Your students will be antsy with anticipation to find out.

The following is some information about the book that will help you plan your lesson.

Reading level: 3.5

Theme: Friendship, cooperation, teamwork

Genre: Adventure

Suggested Vocabulary: strutted, tiller, conquered, rumbled, pigsty, and perch.

Reading skills and strategies: sequence, visualize, story elements, cause and effect, asking questions, prediction, author’s point of view, connections, compare and contrast, and problem/solution.

Writing: letter writing, personal narrative using adjectives, journal entry and acrostic poem

Grammar: adjectives, time/sequencing words

Below is a free sequencing activity that I have created to go with this book. I have created a packet of the skills and strategies I mention above.

 

click above picture to get freebie!

A peak at all the goodies in the Friend Skills and Strategies Teaching packet.

Do you have this book in your classroom library? Is this a book you use for lessons? What book about friendship do you like to read?

Let me know.  

Happy reading!

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