The 10 Best Things About My Dad by Chirstine Loomis - Teaching Ideas

This a fantastic book to read for Father's Day. The boy talks about all the things that he loves about his dad from playing games and reading bedtime stories to making bedtime monsters go away and giving hugs to make things better. This book will help your students think deeper of all the things that their dad does for them.

Listed below are some skills and strategies you can use to create a lesson to go with this read aloud.

Reading level: 1.6

Theme/subject: family

Genre: general fiction

Suggested Vocabulary/phrases: roam, feeling blue

Reading skills and strategies:

• Asking questions - {possible questions before} I wonder what the best things about his dad will be.  {possible questions after} I wonder if the boy has a mom.  **Remember to have your students answer/reflect their questions.
• Author's point of view – First.  Be sure to find 3 pieces of evidence to support this (I, we, my).
• Author's purpose – entertaining {evidence} the story is written in rhyme. It is funny when the dog gets the boy and dad all wet and when they make funny faces. All these things make a silly story.
• Character analysis - describe the dad {looks like, feelings, thoughts, character}
• Classify & categorize – Thing that dads do and things that kids do.
• Compare & contrast – the boy and his dad
• Connections - {possible text-to-self connections} what are the things that the book dad does that your dad does.
• Main idea & details - {main idea} The 10 best things about the boy’s dad. {details} He can throw and bat. He teaches the boy stuff. He always gets them home when they go out for a drive.
• Strong thought -  The boy has 10 reasons why he thinks his dad is the best. Which of those things makes your dad the best?
• Visualize – Visualize what your dad is the best at.

  I created a Father's Day packet where students will use reading skills and strategies to create a book about their dad.  This packet is identical to the Mother's Day packet - including pages for dad, grandpa and uncle.

IT'S FREE!!

Happy Reading!

2

Alligator Baby by Robert Munsch - Teaching Ideas

Robert Munsch has done it again with this fun book about a family that delivers a baby at the zoo and accidentally brings home a baby alligator instead of their baby. Silliness ensues as they keep going back to the zoo and keep bringing home the wrong baby. Your students will love how each of the baby animals respond to being in the arms of humans. Finally at the end of the story the daughter comes to the rescue of her new baby brother. She goes to the zoo, finds her brother and brings him home.

Below are listed the skills, strategies and ideas that would work great with this book. You can pick and choose what your students need practice with and create a fun activity for them to practice the skill or strategy they need help with.

I have created a Main Idea Freebie to go along with this story.

Reading level: 3.5

Theme/subject: family

Genre: humorous fiction

Suggested Vocabulary/phrases: jealous, flapped, wombat

Reading skills and strategies:

• Asking questions - {possible questions before} I wonder what the story is going to be about. I wonder where they got the alligator baby.  {possible questions during} I wonder why the parents left Kristen all alone. I wonder why the parents keep getting the wrong baby. {possible questions after} I wonder if the animal parents will go back to the zoo.  **Remember to have your students answer/reflect their questions.
• Author's point of view – Third. Be sure to find 3 pieces of evidence to support this (they, Kristen, Kristen’s mom, Kristen’s dad).
• Author's purpose – entertain {evidence} the alligator baby bit the mom and dad’s nose. The otter baby slapped the dad in the face. The gorilla baby swung from the mom and dad’s ears. All these things are completely silly and make an entertaining story.
• Beginning, middle, end - {most important event from beginning} Mom and dad ended up at the zoo to have their baby. {most important event from middle} Kristen rode her bike to the zoo to find her brother. {most important event from end} All the animal parents came to get their babies back.
• Cause and effect – Why did mom and dad have their baby at the zoo? Because they got lost on the way to the hospital.  Why did the baby reach up and bite Kristen’s mother and father on the nose? Because the baby was a baby alligator. Why did Kristen’s father get flapped in the face? Because the baby was a baby seal. Why did Kristen’s mother and father have a baby gorilla hanging from their ear? Because they took the wrong baby from the zoo. Why did Kristen ride her bike to the zoo? Because she needed to find her baby brother. Why did the gorilla give Kristen her baby brother? Because she bit her on the nose. How come Kristen’s family did not have to take the animals back to the zoo?  Because all the animals came to the house to get their babies.
• Character analysis - describe mother and father. Describe Kristen. {looks like, feelings, thoughts, character}
• Classify & categorize – Classify animals – classify land animals and water animals.
• Compare & contrast – your parents to Kristen’s parents.
• Drawing conclusions & inferencing – Why do you think Kristen’s parents kept taking the wrong baby? {text clues} The parents didn’t look at the baby until Kristen uncovered it. {what I know} I know that if someone keeps making the same mistake then they probably are not paying attention to what they are doing. {my conclusion} I think Kristen’s parents kept grabbing the wrong baby because they were not paying attention to what they were doing.
• Fact & opinion – {fact} Kristen’s mother was going to have a baby. Mother and father drove to the zoo instead of the hospital. Kristen’s parents brought home a baby alligator. The baby gorilla swung from mother and fathers ears. {opinion} Kristen’s mother and father were not good parents. Alligators make great brothers. Baby seals are cute. Kristen was more responsible than her parents. Kristen is going to be a good big sister.
• Main idea & details - {main idea} the story is mostly about Kristen’s mother and father bringing home the wrong baby. {details} Mother and father brought home a baby alligator. Mother and father brought home a baby seal. Mother and father brought home a baby gorilla.
• Plot - the turning point or climax in the story was when Kristen finally went to the zoo to find his brother.
• Predict – What do you think the story is going to be about? What do you think is in the blanket with a green tail? What do you think the alligator is going to do? What do you think is in the blanket with a flipper? What do you think the seal is going to do to mother and father?  What do you think the gorilla is going to do to Kristen’s parents? Where do you think Kristen will find her baby brother? What do you think Kristen will do to the gorilla to get her baby brother back? How do you think the baby animals will get back to the zoo?   
• Problem & solution - {problem} Kristen’s mother and father keep bringing home the wrong baby. {solution} Kristen finally went to the zoo to find her baby brother.
• Sequencing – Kristen’s mother was about to have a baby. Kristen’s parents got lost and ended up at the zoo. They brought home a baby alligator. The alligator bit their noses. They brought home a baby seal. The seal slapped father in the face. They brought home a baby gorilla. The gorilla hung from mother and father’s ears. Kristen rode her bike to the zoo. Kristen brought her baby brother home. The animal parents burst into the house and got their babies.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Strong thought – Kristen’s parents kept bringing home the wrong baby. What would you say to them to make them pay attention to what they are doing?
• Visualize – The baby alligator bit mother and father on the nose. The baby seal slapped father in the face. The baby gorilla hung from mother and father’s ears. Visualize a different animal that they might bring home. What is that animal and what would it do to Kristen’s parents?

IT'S FREE!!

Happy Reading!

5

A Pocket Full of Kisses by Audrey Penn - Teaching Ideas

Chester loves his mom and the kissing hands that she always gives him. One day, Chester sees his mom give his brother a Kissing Hand and he gets so upset. Chester thought Kissing Hands were just for him and was worried that she might run out of them. Mom explains to Chester that kisses are like stars, there are enough for both him and his brother. Mom then considers Chester and decides that because he is a big brother he should have something extra special. She gives him a kiss for his pocket so he can pull it out whenever he feels like he needs an extra kiss.

Below are a list of skills, strategies and ideas that you can use to create a meaningful lesson. I have also created a packet that includes most of what I have listed below.

Reading level: 2.4

Theme/subject: family, new life experiences

Genre: fiction

Suggested Vocabulary/phrases: tenderly, motherly tone, warm and inviting, in the blink of a moment, paled, settled in

Reading skills and strategies:

• Asking questions - {possible questions before} I wonder what the story is about. I wonder what a pocket full of kisses means. {possible questions during} I wonder why Chester got so upset when his mom gave his brother a kissing hand. {possible questions after} I wonder if Chester’s brother will want a kiss for his pocket.  **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} The author uses very descriptive language. The illustrator drew beautiful pictures. Chester was happy when he got the kiss for his pocket. All of these things make an entertaining story.
• Beginning, middle, end - {most important event from beginning} Mrs. Raccoon gave Chester a Kissing Hand.  {most important event from middle} Chester saw Mrs. Raccoon giving Ronny a Kissing Hand and he got very upset.  {most important event from end} Mrs. Raccoon gave Chester a special kiss for his pocket.
• Cause and effect – Why does Chester want to give back his brother? Because he plays with his toys, swings on his swing and reads his books. Why could Chester hear his mother’s words in his head? Because he pressed his Kissing Hand to his cheek. Why was Chester the happiest raccoon in the forest? Because he just got a Kissing Hand from his mom. Why did Chester start to cry? Because he saw his mother giving his brother a Kissing Hand. Why did Chester think his mom didn’t love him anymore? Because he thought his mother gave his brother HIS Kissing Hand. How come mom says she won’t run out of Kissing Hands? Because when someone loves you their kisses are always there, just like the sun-rays are always there. Why does Chester’s mom think he deserves something special?  Because he is the Big Brother. Why did Chester hug his mom at the end of the story? Because she just gave him a special kiss for his pocket.
• Character analysis - describe Chester. Describe Chester’s mom. {looks like, feelings, thoughts, character}
• Compare & contrast – compare Chester and Ronny. Compare you and your brother or sister.
• Connections - {possible text-to-self connections} Not liking your brother. Thinking your mom doesn’t love you.  {possible text-to-text connections} Connect this with the Kissing Hand – both are about Chester, his mom and a Kissing Hand.
• Drawing conclusions & inferencing – Why does Chester think his mom doesn’t love him anymore when she gives Ronny a Kissing Hand? {text clues} Chester cries and asks his mom why she gave Ronny his Kissing Hand. {what I know} If my mom gives my brother (or sister) the same something special she gave me, it doesn’t feel so special anymore. {my conclusion} I think Chester thought the Kissing Hand was just for him so when she gave Ronny one it was like giving his own and it wasn’t special anymore.
• Fact & opinion – {fact} Chester’s mom gave him a Kissing Hand. Chester wanted to give Ronny back. Chester was sad when he saw his mom give Ronny a Kissing Hand. Kissing Hands will never run out. Mom gave Chester a kiss for his pocket. {opinion} Chester is mean to Ronny. Ronny is a pest. Chester is wrong for thinking his mom doesn’t love him anymore. I think Chester will lose his pocket kiss. I think mom is wrong and the sun will run out of sun-rays.
• Main idea & details - {main idea} The story is mostly about Chester being upset that his mom gave Ronny a Kissing Hand. {details} Chester cried when his mom gave his brother a Kissing Hand. Chester asked if his mom didn’t love him anymore. Mom explained to Chester that she would never run out of Kissing Hands.
• Plot - the turning point or climax in the story is when mom explained about the sunrays and the stars.
• Predict – What do you think the story is about? Do you think they will give Ronny back? What do you think a Kissing Hand is? Why did Chester start to cry? What do you think the story about the stars is going to tell Chester? What was Chester right about? What do you think mom will give Chester as his something extra special?
• Problem & solution - {problem} Chester doesn’t think Ronny should have a Kissing Hand. {solution} Mom tells Chester about the sunrays and the stars then she gives him a special kiss for his pocket.
• Sequencing – Chester wants to get rid of Ronny. Mom gives Chester a Kissing Hand. Chester sees mom give Ronny a Kissing Hand. Chester gets upset. Mom tells the sunray and star story to Chester. Mom gives Chester a special kiss for his pocket.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Strong thought – Mom decides that Chester does need something extra special so she gives him a kiss for his pocket. When do you think Chester might need that extra kiss in his pocket?
• Summarize - {someone} Chester {wanted} wanted to get rid of Ronny {but} but mom said no {so} so mom gave Chester a Kissing Hand {then} then she gave Ronny a Kissing Hand. {finally} Chester was so upset about Ronny’s Kissing Hand his mom finally gave him a special kiss for his pocket.
• Theme – moms have enough love for all their kids. 
• Visualize – Mom gave Chester a Kissing Hand and a kiss for his pocket to help make him feel better. What does your mom do or say to you – either now or when you were younger – to make you feel better?

Happy Reading!

2

Can't You Sleep Little Bear? by Martin Waddell - Teaching Ideas

There is just something so sweet about a story with bears, especially little bears, and this book is no exception. In this story Little Bear cannot sleep because it is too dark. Big Bear gets Little Bear a tiny lantern, then a bigger lantern and then the biggest lantern of all. But unfortunately for Little Bear none of these lanterns are lighting up the cave enough for him to fall asleep. It is the big dark outside that is really scaring him, so, Big Bear takes Little Bear in his arms and takes him to the dark outside. Little Bear is really scared until they are greeted by the big, bright, yellow moon. As they look at how the moon lights everything up, Little Bear falls fast asleep, right in Big Bears arms. When Big Bear gets back to the cave, he doesn't put Little Bear to bed, he holds him close while he finishes his book. Both Big Bear and Little Bear sleep safely together all night long!
Awe, so sweet!
Here is a list of reading skills, strategies and ideas you can use to create a wonderful lesson using this book.
At the bottom you will find a summarizing freebie I created to go with the book.

Reading level: 3.5

Theme/subject: confronting fears, family

Genre: fiction

Suggested Vocabulary/phrases: lantern, settled in, padding over, grunted, puzzled

Reading skills and strategies:

• Asking questions - {possible questions before} I wonder what the story is going to be about. I wonder why the little bear cannot sleep. {possible questions during} I wonder why Little Bear is so afraid of the dark. I wonder when there will be enough light for him to fall asleep. {possible questions after} I wonder if he will need all the lanterns every night. **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} Bears shouldn’t be afraid of the dark. Bears don’t read books or sleep in beds. All these things made a fun entertaining book.
• Beginning, middle, end - {most important event from beginning} Little bear was afraid of the dark. {most important event from middle} Big Bear got lanterns out so Little Bear wouldn’t be in the dark. {most important event from end} Little Bear fell asleep in Big Bear’s arms.
• Cause and effect – Why did Big Bear have to go get lanterns? Because Little Bear was afraid of the dark. Why couldn’t Little Bear fall asleep? Because he was surrounded by darkness. Why did Big Bear take Little Bear outside the cave? Because he wanted to show Little Bear the great big moon.
• Character analysis - describe Big Bear. Describe Little Bear {looks like, feelings, thoughts, character}
• Compare & contrast – Big Bear and Little Bear.
• Connections - {possible text-to-self connections} Being afraid of the dark. Needing a little light on when you try to go to sleep. Falling asleep in somebodies arms.
• Main idea & details - {main idea} Little Bear cannot sleep because he is afraid of the dark. {details} Big Bear takes out a a small lantern for Little Bear. Big Bear takes out a large lantern and hangs it over Little Bear’s bed so he can sleep. Big Bear takes Little Bear out to see the moon.
• Plot - the turning point or climax in the story is when Little Bear falls asleep in Big Bears arms while they are looking at the big bright moon.
• Predict – What do you think the story will be about. Why do you think Little Bear cannot sleep? Do you think Little Bear will fall asleep? Do you think the little lantern will be enough light to help Little Bear fall asleep? Do you think the bigger lantern will be enough light for Little Bear to fall asleep? Do you think the biggest lantern will be enough light for Little Bear to fall asleep? What do you think Big Bear will show Little Bear out in the dark outside?
• Problem & solution - {problem} Little Bear couldn’t sleep because he was afraid of the dark. {solution} Big Bear brought Little Bear to the dark outside to show him how the big, yellow moon lights things up. This helped Little Bear fall asleep.
• Sequencing – Big Bear and Little Bear played out in the bright sunlight. At night Big Bear put Little Bear to bed. Little Bear couldn’t sleep because it was too dark. Big Bear took out the tiniest lantern for Little Bear. Little Bear still couldn’t sleep so Big Bear pulled out a bigger lantern. It was still too dark for Little Bear so Big Bear brought out the biggest lantern. Little Bear was still afraid of the dark outside. Big Bear took Little Bear to the dark outside. They looked at the bright yellow moon. Little Bear fell asleep in Big Bear’s arms. Big Bear finished his book with Little Bear in his arms.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Strong thought – There was never enough light for Little Bear to fall asleep. What would you tell Little Bear to make him not be so afraid of the dark? 
• Summarize - {someone} Big Bear {wanted} wanted Little Bear to go to sleep {but} but Little Bear was afraid of the dark {so} so Big Bear got out lanterns to make the cave lighter. Little Bear {finally} finally fell asleep.

IT'S FREE!!

Happy Reading!

7

Arthur's First Kiss by Marc Brown - Teaching Ideas

Oh dear! Arthur is so nervous about going to Muffy's Valentine's Day party because he does not want to play the kissing game! When he gets to the party Buster assures him that they won't be playing the bottle kissing game, but what Arthur doesn't know is that they will be playing a different kissing game. Muffy and Francine have it all planned out. Arthur is told that he must pick a name first, he does and it is his name. Arthur gets blindfolded and put into the garage. Francine picks next and pulls her name. Excitedly, Francine heads to the garage so she can kiss Arthur. Meanwhile, Arthur's sister DW has taken Arthur's dog Pal for a walk. She stops by the party and looks in the window. DW sees what is happening and comes to Arthur's rescue. She sends Pal into the garage and when Pal sees Arthur he gets all crazy and starts kissing Arthur. To Arthur's delight he finds that it is Pal kissing him and to Francine's dismay she hears DW yelling, "Run for your life!" Needless to say, Arthur brings home a big slice of cake for DW to thank her for saving him from having to kiss Francine.

Who doesn't love Arthur? I sure do and I know this story is sure to delight all of your students. Listed below are some skills and strategies that you can use to create activities to go with this book. I have created an Asking Questions Freebie for you to use if you students need practice with this.

Reading level: 1.8

Theme: Family, new life experiences, Valentine’s Day

Genre: Fiction, holiday fiction

Suggested Vocabulary: spin the bottle, snooping, bodyguard

Reading Skills and Strategies

• Asking questions - {possible questions before} I wonder what the story is about. I wonder who Arthur kisses.  {possible questions during} I wonder why Francine and Muffy are only writing Arthur and Francine's name on the papers. I wonder what spin the bottle is. I wonder what game they will play. {possible questions after} I wonder if Francine is mad because she didn't kiss Arthur. **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} Everyone went to a Valentine’s Day party. Arthur was really nervous about playing spin the bottle. Pal gave Arthur lots of kisses. All these things made a very entertaining story.
• Beginning, middle, end - {most important event from beginning} Arthur said that he was going to Muffy’s party. {most important event from middle} Francine and Muffy got papers ready for a kissing game and Arthur went first. {most important event from end} DW sent Pal in the garage to save Arthur.
• Cause and effect – Why was Muffy having a party? Because it was Valentine’s Day. Why was Arthur nervous about going to Muffy’s party? Because he didn’t want to play the kissing game. Why did Arthur turn beet red? Because DW said he looked handsome. Why did DW want to go to the party? So she could be Arthur’s bodyguard and protect him from Francine kissing him. Why did DW take Pal for a walk? Because Arthur asked her to. Why did DW put pal through the garage at Muffy’s house? So Pal could kiss Arthur and keep Francine from kissing him. Why did Arthur bring cake home for DW? Because she protected him from Francine.
• Character analysis - describe Arthur {looks like, feelings, thoughts, character}
• Compare & contrast – you and Arthur.
• Connections - {possible text-to-self connections} Going to a Valentine’s Day party at someone’s house. Being nervous about a game you don’t want to play. Having someone want to kiss you. Not wanting to kiss someone.
• Drawing conclusions & inferencing – Why did Muffy and Francine only write Arthur and Francine on the papers? {text clues} Francine really wanted to kiss Arthur. {what I know} If only 2 names are used, only those 2 names will be drawn. {my conclusion} I think they only put those two names because Francine really wanted to kiss Arthur and if it is only their names they will be the only ones picked.
• Main idea & details - {main idea} Francine wanted to kiss Arthur. {details} Arthur was very nervous about playing the kissing game. Francine and Muffy only put Arthur and Francine on the papers for the game. DW saved Arthur from being kissed by Francine.
• Plot - the turning point or climax in the story is when DW takes Pal for a walk and sees what is happening at the party.
• Predict – What do you think the story will be about? Will Arthur kiss Francine? Will DW take Pal for a walk? Do you think they will play the bottle kissing game? What do you think Francine and Muffy are doing in the corner? What do you think DW will do after she sees Arthur get a scarf put around his eyes? What do you think Pal will do?
• Problem & solution - {problem} Arthur was nervous about going to the party because he didn’t want to play the kissing game. {solution} DW let Pal into the garage to keep Francine from kissing Arthur.
• Sequencing – Muffy reminded everyone about her party. Arthur got ready for the party. Muffy and Francine were doing something in the corner. Arthur had to pick a name for the game first. Arthur was sent to the garage with a blindfold on. DW took Pal for a walk and peeked in the window at the party. DW sent Pal into the garage to save Arthur. Pal started kissing Arthur. DW yelled, “Run for your life” to Arthur. Arthur brought cake home for DW.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Summarize - {someone} Francine {wanted} wanted to kiss Arthur {but} but Arthur didn’t want to kiss Francine {so} so Muffy and Francine made a game that would make Arthur have to kiss Francine. {then} When DW saw what was happening she sent Pal in to save Arthur.

 IT'S FREE!!

Happy Reading!

4

Unplugged: Ella Gets Her Family Back by Laura Pedersen - Teaching Ideas

This is a fantastic book that touches on a problem that every family faces...too much time with electronics and not enough time with each other.

This book has won the Mom's Choice Award Honoring Excellence, and once you read it you can see why. The story is about Ella and her frustration with her family and all their electronic devices. She is disappointed when her mom said she would make waffles for breakfast and has to eat cereal because her mom was too busy on the phone with work. She is sad when her brother ignores her game of hangman because he is too busy with his video games, and mad when here sister leaves the house without doing her hair because she is texting her friends.

Ella really wants her family back, the way they were before they all got "plugged in", so she comes up with a plan. Ella collects all the chargers and electronic devices around the house and leaves little notes saying "Talk to Ella". When her family comes home they are not very happy when they can't find their chargers and gadgets. Ella explains that she just wants some family time, to play and laugh and be together without being in front of a screen.

Will Ella's family listen to her, or will they just keep their heads in their screens? Your students will not only identify with Ella, but they just might have the same problem at their house.

Listed below are all the skills and strategies that I could think of to use with this book to create some meaningful lessons. I decided to create a packet to go with it because it really lends itself to some timely and much needed talk about taking a break from the electronics and spending time with family.

Reading level: 4.5

Theme: family/relationships

Genre: fiction

Suggested Vocabulary & phrases: hangman’s scaffold, briefcase, scowled, charger cords, electronic devices, gadgets, you all got so plugged in.

Reading skills and strategies:

• Asking questions - {possible questions before} I wonder what the story is about. What does it mean unplugged? Where did her family go? {possible questions during} I wonder if Ella’s family will be mad when they can’t find their stuff. I wonder if Ella’s family will come talk to her. {possible questions after} I wonder how long they will actually keep the family time without the phones and electronic devices. **Remember to have your students answer/reflect their questions.
• Author’s point of view – Third person point of view. Be sure to find 3 pieces of evidence to support this.
• Author's purpose - entertain {evidence} Find 3 pieces of evidence to support your thinking.
• Beginning, middle, end - {most important event from beginning} That morning Ella did not get waffles, a game of hangman or her hair done. {most important event from middle} Ella collected all of the chargers and electronic devices in the house and left notes saying “Talk to Ella”. {most important event from end} Ella’s family understood and decided that breakfast time was family time.
• Cause and effect – Why did Ella have cereal for breakfast? Because her mom didn’t have time to make waffles. Why did Carlos ignore Ella’s hangman game? Because he was too busy playing his electronic game. Why couldn’t Maya do Ella’s hair? Because she had to go meet some friends. Why didn’t Ella’s family have breakfast together anymore? Because they were too busy with their own things. Why did Ella collect all the gadgets and chargers? Because she wanted her family to spend time with her. Why does Ella look so happy holding the basket of chargers? Because she thinks that her family will now spend time with her. Why did Ella say she wanted her family back? Because they were too busy with their own electronic devices to spend time together anymore. Why was Ella’s family smiling at her when she came to breakfast the next morning? Because they knew Ella was right and they were going to have a family breakfast together. Why did Ella’s father tell her to eat up, you will need your energy? Because they were going on a family bicycle ride.
• Character analysis - describe Ella. Describe her family {looks like, feelings, thoughts, character}
• Character changes – Ella was not very happy in the beginning of the story because everyone was too busy to spend time together. In the middle of the book Ella was frustrated because her mom and dad thought she wanted a phone, but what she really wanted was to spend time with her family. At the end Ella was happy because her family listened to her and they were having a family breakfast.
• Classify & categorize – Ways to spend family time and ways to spend time alone.
• Compare & contrast - Ella to you. Ella’s family to your family.
• Connections - {possible text-to-self connections} Being ignored. Not having a phone. Wanting to spend time with your family but they are too busy.
• Drawing conclusions & inferencing – What do you think Ella is thinking while she is holding the basket of electronics? {text clues} It looks like she has a smile on her face. She looks happy. {what I know} I know that if I have a plan and I think it worked I am very happy. {my conclusion} I think Ella is thinking that her plan has worked because they are all there talking to her.
• Fact & opinion – {facts} Ella’s mom didn’t make waffles. Ella’s sister didn’t do her hair. Ella’s brother didn't play hangman because he was playing video games. Ella’s mom and dad thought that Ella wanted a phone of her own. Ella had to have cereal instead of waffles. {opinions} Ella’s family doesn’t care about her. Ella’s family is too interested in their electronics. I think Ella should have a phone too. Ella should say she is sorry for taking all their electronic devices and chargers.
• Main idea & details - {main idea} Ella thinks her family spends too much time with their electronics and not enough time with each other. {details} Carlos ignores Ella’s hangman game because he is playing his video game. Mom forgets to make breakfast because she is too busy on the phone. Maya doesn’t have time to do Ella’s hair because she has to go meet some friends.
• Plot - the turning point or climax in the story is when Ella explains to her parents that the she doesn’t want a phone, she wants family time.
• Predict – What do you think the story is about? Do you think Ella’s mom will have waffles ready? Will her brother be ready to play hangman? Do you think Ella will have waffles tomorrow morning? Will Maya do Ella’s hair tomorrow? What do you think Ella’s idea is? Do you think Ella’s family will come talk to her? Do you think Ella will get into trouble for taking all the stuff? What do you think Ella’s family will do after they see Ella with all the stuff? Do you think Ella’s family will have family time again? Do you think they will keep their family time?
• Problem & solution - {problem} Ella misses her family. {solution} Ella takes all the electronic devices and chargers in hopes that her family will have some family time.
• Sequencing – Ella is excited about waffles and hangman. She says good morning to her dad. She tries to play hangman with her brother. Mom is busy on the phone. Ella has to eat cereal instead of waffles. Ella’s sister doesn’t have time to do her hair. Ella comes home from school and collects all the chargers and electronic devices. Ella’s family gets home and wants their stuff back. Ella’s mom and dad talk to Ella and asks is this is her way of asking for a phone. Ella explains she just wants family time. Ella comes down for breakfast and finds her family waiting for her at the breakfast table. The have waffles and talk.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Strong thought – How would you feel if you were Ella and your family was ignoring you because they were just too busy with their electronics?
• Summarize - {someone} Ella {wanted} wanted family time {but} but everyone was too busy with their own electronic devices {so} so she decides to collect all the chargers so they would stop using them. {then} When her family comes home they are mad but they {finally} finally understand.
• Theme – It is important to “unplug” and spend some quality time with your family.
• Visualize – What does your family time look like (when there is no electronic devices involved and you are all together having fun as a family)?

 Included in the packet:
Directions and Common Core Standards for each skill and strategy. Plus ideas for extending some of the activities.
* Beginning, Middle, End - 5 pages
* Character Analysis - 4 pages
* Character Change - 1 page
* Drawing Conclusions/Inferencing - 3 pages
* Problem/Solution - 4 pages
* Summarize - 1 page
* Story Map - 3 pages
* Strong Thought - 3 pages
* Theme 1 page
* Visualize - 3 pages

Happy reading!

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The Biggest, Best Snowman by Margery Cuyler - Teaching Ideas

Poor Little Nell is continually told that she is too small to help with anything and when her animal friends ask her to show them how to build a snowman she says she can't because she is too small. The animals believed that she was not too small and finally convinced her that she really could show them how to build the snowman. Together, Little Nell and her animal friends built the biggest, best snowman, but when Little Nell got home and told her family about the snowman, they didn't believe her. Poor Little Nell had to take her family to see the snowman so they could once and for all see that she was not too small to do things. Little Nell's mama and sisters were so surprise at the sight of the snowman their mouths dropped open. After seeing the snowman, both her mama and one of her sisters agreed that she was not too small to help. Little Nell was now very happy.

This is a great story with a great lesson for all those kiddos that think they are too small to do something.

Listed below are skills and strategies that you could use to help create a very meaningful lesson.

I have created an entire skills and strategies packet to go with this book, there was just too much wonderful teaching potential not to.

Reading level: 2.8

Theme/Subject: humorous fiction

Genre: family, friendship, pride/self-esteem

Suggested vocabulary and phrases: blustery voices, patted, matted and batted the snow, nudged, gazed

Reading skills and strategies:

• Asking questions - {possible questions before} I wonder what the story is about. Did she make that snowman by herself?  {possible questions during} Why does everyone think she is too small to help? Why do her sisters and her mama make her feel so bad? {possible questions after} I wonder if Big Lizzie will change her mind. **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} The illustrator drew Big Mama and the sisters to look pretty silly. Animals cannot really talk. Little Nell built a huge snowman. All these things make an entertaining story.
• Beginning, middle, end - {most important event from beginning} Little Nell was told she was too little to help. {most important event from middle} Little Nell builds a snowman with the help of her animal friends. {most important event from end} Mama and Big Sarah told Little Nell that she was not too small.
• cause and effect – Why wouldn’t Big Mama, Big Lizzie, and Big Sarah let Little Nell help? Because they thought she was too small to help. Why is Little Nell so sad? Because her family won’t let her help. Why does Little Nell think she can’t build a snowman? Because her family always tells her she is too small to do things. Why did Little Nell call the birds? So they could put the face on the snowman. Why did Little Nell say goodbye to her animal friends? Because it was time for lunch. Why did Little Nell have to bring Big Mama and her sisters to the snowman? Because they didn’t believe that she could build a snowman. Why did Big Mama and her sisters mouths drop open? Because they couldn’t believe what they saw. Why did Big Lizzie stick her nose up into the air? Because she still didn’t think Little Nell was big enough to do anything.
• character analysis - describe Little Nell, Big Mama, Big Sarah, Big Lizzie {looks like, feelings, thoughts, character}
• Character changes – In the beginning Little Nell was sad and believed that she couldn’t do anything because she was too small. At the end of the story Little Nell was happy and confident because she built a snowman and her mama and sister said that she could now help out at home.
• Classify & categorize – Things adults should do and things children should do.
• Compare & contrast – this book to the book The Littlest Pilgrim by Brandi Dougherty. Compare and contrast your mom to Big Mama.
• Connections - {possible text-to-self connections} Being too small to help. Building a snowman. Wanting to help but not being able to. Surprising your family with something you did. {possible text-to-text connections} Connect to The Littlest Pilgrim by Brandi Dougherty – both books have a main character that is told they are too small to help.
• Drawing conclusions & inferencing – Why do you think Big Lizzie still thinks Little Nell is too small to help? {text clues} Big Lizzie does not look impressed with Little Nell’s snowman. {my conclusion} I think Big Lizzie still doesn’t believe that Little Nell made that snowman without help, so she thinks she is still too small to help at home.
• Fact & opinion – about The Biggest Best Snowman. {facts} Big Mama, Big Sarah, and Big Lizzie tell Little Nell that she is too small to help. Little Nell takes her mama and sisters to see the snowman Little Nell showed her animal friends how to build a snowman. The birds put the face on the snowman. {Opinions} Little Nell is too small to help. Little Nell’s mama and sisters are mean. Little Nell’s mama and sisters look funny. The snowman should really be wearing a hat.
• Main idea & details - {main idea} Little Nell builds a big snowman. {details} Little Nell’s animal friends helped make the snowman. Little Nell calls the birds to help put on the snowman's face. Big Mama was happy to see the snowman Little Nell made.
• Plot - the turning point or climax in the story is when Little Nell brings Big Mama, Big Sarah, and Big Lizzie out to see the snowman.
• Predict – What do you think the story will be about? Do you think Big Mama will ever let Little Nell help? Will Little Nell show her animal friends how to build a snowman? What do you think Big Mama’s reaction will be when she sees the snowman? What will Big Lizzie and Big Sarah’s reaction be to the snowman? Will Big Mama let her help now? Will Big Lizzie ever change her mind?
• Problem & solution - {problem} Little Nell is sad and thinks that she can’t do anything. {solution} Little Nell’s animal friends talk her into showing them how to build a snowman.
• Sequencing – Big Mama and her sisters won’t let Little Nell help with anything at home because she is too small. Little Nell builds a huge snowman with her animal friends. Little Nell calls the birds to put the face on the snowman. Little Nell goes home for lunch. She tells Big Mama and her sisters about her snowman. They don’t believe her. Little Nell takes her mama and sister out to see the snowman. They are very surprised to see the snowman. Big Mama and Big Sarah tell Little Nell that she can now help at home. Big Lizzie still thinks Little Nell is too small.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Strong thought – Little Nell had all the animals help her build that snowman, so she really did not do it by herself. Big Lizzie still thinks Little Nell is too small to help. Do you think Little Nell is big enough to help out at home, even though she had a lot of help making the snowman?
• Summarize - {someone} Little Nell {wanted} wanted to help at home {but} but her mama and sisters wouldn’t let her {so} so her animal friends helped her make a huge snowman. {then} When Little Nell brought her family out to see the snowman they {finally} finally agreed that she was big enough to now help.
• Theme – You are never too small to help. You can accomplish anything with help from your friends. Not giving someone a chance can hurt their feelings.
• Visualize – Visualize yourself making a snowman, what would it look like?

 Included in the packet:
Directions and Common Core Standards for each skill and strategy. Plus ideas for extending some of the activities.
* Asking Questions - 2 pages
* Author's Point of View - 2 pages
* Beginning, Middle, End - 5 pages
* Cause and Effect - 8 pages and 1 key
* Character Analysis - 2 pages
* Character Change - 1 page
* Classify and Categorize - 5 pages
* Compare and Contrast - 3 pages
* Text-to-Self Connections - 3 pages
* Text-to-Text Connections - 2 pages
* Drawing Conclusions/Inferencing - 6 pages
* Fact and Opinion - 2 pages
* Main Idea and Details - 6 pages
* Making Predictions - 3 pages
* Problem/Solution - 5 pages
* Sequencing - 8 pages plus 2 keys
* Plot - 2 pages
* Summarize - 1 page
* Story Map - 3 pages
* Strong Thought - 3 pages
* Theme - 1 page
* Visualize - 3 pages

 Happy reading!

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