Ruthie and the (Not So) Teeny Tiny Lie by Laura Rankin Teaching Tips

by Laura Rankin


Ruthie is a quiet, happy little girl that enjoys her teeny, tiny treasures. One day at school, she finds a teeny, tiny camera. Ruthie spends her recess enjoying her new find, until Martin, one of her classmates tells her that the camera is his. Ruthie panics; she loves this new camera and doesn't want to give it up, so she does the first thing that comes to her mind...she lies. She tells Martin that the camera is hers! Martin is so upset that he goes running in to tell the teacher, but Ruthie sticks to her story, that the camera is hers. As the day wears on she is finding it harder and harder to concentrate and by the time she gets home, she is feeling miserable and very unhappy. What will Ruthie do? Will she tell her parents what she did? Will she tell her teacher and Martin that she lied? Enjoy reading this story with your students and discovering if Ruthie will do the right thing.

Reading level: 2.0

Theme/subject: honesty, friendship, feelings

Genre: fiction

Suggested vocabulary/phrases: imaginable, dinky, barely there, twirling, teensy, startled, mumbled, barely

Reading skills and strategies:

• Asking questions – these are just possible questions or wondering from either the student or teacher
• Before –
• I wonder what Ruthie’s lie is.
• I wonder if she will get in trouble for lying.
• During –
• I wonder why Ruthie didn’t just give the camera back to Martin.
• I wonder what the teacher will do.
• I wonder if Ruthie will tell the truth.
• After –
• I wonder if Ruthie learned her lesson.
• I wonder if Ruthie will get her own teeny tiny camera one day.

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

• Author's point of view – third person (she, her)
• Author's purpose – entertain
• Evidence
• The story is a bunch of animals talking.
• When Ruthie was not feeling so good she looked so sad.
• All the characters are so cute!
• Beginning, middle, end – the most important event from each
• Beginning – Ruthie found a teeny tiny camera on the playground and told her teacher that it was hers.
• Middle – Ruthie told her mom and dad that she lied about the camera.
• End – Ruthie came to school and told Martin and her teacher the truth.
• Cause and effect 
• Why did Ruthie have small toys? Because she loved tiny things. 
• How come Ruthie couldn’t believe her luck? Because she found a teeny tiny camera. 
• Why did Ruthie race back to class? Because Martin shouted at Ruthie that the camera was his. 
• Why did Martin say the camera was his? Because he got it for his birthday. 
• Why did Mrs. Olsen keep the camera in her desk drawer? Because she was going to keep it safe until they talked about it again tomorrow. 
• Why did Ruthie’s mom ask her what was wrong? Because Ruthie didn’t eat any dinner and was ready to cry. 
• Why did Mrs. Olsen give Ruthie a hug and a kiss on the top of her head? Because Ruthie told the truth about the camera.
• Character analysis - describe Ruthie or Martin {looks like, feelings, thoughts, character, how others think/see the character}
• Character changes –
• In the beginning – Ruthie is happy and excited that she found a new camera.
• In the middle – Ruthie feels really sick because she lied about the camera.
• In the end – Ruthie is relieved and happy that Martina and Mrs. Olsen understood about her lying.
• Compare & contrast
• Ruthie and Martin
• A lie you told and the lie Ruthie told
• Connections
• Text-to-self   
• Like to collect things like Ruthie
• Like to collect teeny tiny things like Ruthie
• Telling a lie and feeling horrible afterward
• Telling a lie and then telling the truth
• Text-to-text  
• Chrysanthemum – both books the characters are afraid to go back to school.
• Wemberly Worried – both books the characters are worried about something.
• Drawing conclusions & inferencing –
• Why do you think Ruthie’s stomach started flip flopping and she wasn’t able to concentrate at school?
• Text clues – Ruthie just got done telling her teacher and Martin a lie about the camera.
• What I know – Sometimes when I tell a lie or do something wrong, I start to not feel good because I am afraid I am going to get into trouble. It is all I can think about.
• My conclusion – I think Ruthie started to not feel good because all she could think about was getting in trouble because of the lie she told.
• Why did Mrs. Olsen’s desk seem very far away when Ruthie went to school the next morning?
• Text clues – Ruthie was afraid Mrs. Olsen would be mad at her and make her sit in the corner.
• What I know – I know that when I have to do something I am nervous about, it just feels like it takes forever.
• My conclusion – I think because Ruthie was afraid of getting into trouble the walk to Mrs. Olsen’s desk just felt like it took forever.
• Fact & opinion – about or within the story
• Fact
• Ruthie loved teeny tiny things.
• Ruthie found a teeny tiny camera on the playground.
• Ruthie lied about the camera being hers.
• Ruthie told Mrs. Olsen the truth about the camera.
• Martin got the teeny tiny camera for his birthday.
• Opinion
• Ruthie was mean to Martin.
• Mrs. Olsen wasn’t fair to Martin.
• Ruthie should have gotten in trouble for lying.
• Martin should have just taken the camera out of Ruthie’s hand.
• Teeny tiny toys are the best kinds of toys.
• Main idea & details
• Main idea – the story is mostly about Ruthie having to deal with the lie she told Martin and her teacher.
• Details
• Ruthie felt couldn’t concentrate at school because of her lie.
• Ruthie couldn’t eat he dinner because of her lie.
• Ruthie was nervous about telling her teacher the truth.
• Plot - the turning point or climax in the story was when Ruthie’s mom and dad tell Ruthie that she has to tell her teacher the truth and that both Martin and Mrs. Olsen would understand that she made a mistake.
• Predict
• What do you think the story is going to be about?
• What do you think the lie is?
• What do you think Mrs. Olsen will do?
• What do you think will happen to Ruthie at home?
• What do you think Mrs. Olsen will say to Ruthie?
• What do you think Martin will say to Ruthie?
• Problem & solution
• Problem – Ruthie told a lie about the camera being hers and now she doesn’t feel good.
• Solution – Ruthie tells her mom and dad about the lie and they tell her she must tell Martina and Mrs. Olsen the truth.
• Sequencing
• Ruthie finds a teeny tiny camera on the playground.
• Martin tells Ruthie the camera is his.
• Both Ruthie and Martin tell Mrs. Olsen they got the camera for their birthday.
• Ruthie’s stomach starts to flip flop.
• Ruthie tells her mom and dad about her lie.
• Ruthie walks to Mrs. Olsen’s desk.
• Ruthie tells Mrs. Olsen the truth.
• Mrs. Olsen hugs and kisses Ruthie’s head.
• Ruthie and Martin are friends again.
• 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.
• What would you tell Ruthie when she lies to Martin and Mrs. Olsen?
• What would you say to Ruthie as she starts her walk to Mrs. Olsen’s desk?
• Summarize
• Someone – Martin
• Wanted – wanted his camera back
• But – but Ruthie told a lie about it
• So – so Mrs. Olsen kept the camera in her desk.
• Then – Then Ruthie told her mom and dad about the lie she told and she
• Finally – finally told Mrs. Olsen and Martin the truth.
• Theme – the lesson, message or moral of the story
• It is better to tell the truth.
• Lies can make you feel terrible.
• It is a brave thing to admit your mistake.

I have updated the Reading Skills & Strategies pack located HERE in my store. If you have already purchased it make sure to go into your purchases and re-download it.

 Happy Teaching!

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Count the Ways, Little Brown Bear by Jonathan London - Teaching Ideas

Mama Brown Bear loves Little Brown Bear more than...Little Brown Bear and Mama Brown Bear spend the afternoon and evening counting all the ways.

This is a sweet story that involves a fun way to count to 10.

Listed below are reading skills and strategies you can use to create a meaningful lesson. I have also created a "Favorite Part" freebie to go along with the book.

Reading level: 1.5

Theme/subject: feelings, counting

Genre: fiction

Suggested Vocabulary/phrases: strolled, sweet berry pie, claws

Reading skills and strategies:

• Asking questions - {possible questions before} I wonder what the story is going to be about. I wonder why they are counting. {possible questions during} I wonder how many ways they will come up with. {possible questions after} I wonder what Little Brown Bear will dream about. **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 made the illustrations really cute. Little Brown Bear and his mama live in a house and talk. All these things make a very entertaining story.
• Beginning, middle, end - {most important event from beginning} Little Brown Bear asked how much his mama love him. {most important event from middle} Mama Brown Bear was counting all the ways she loved Little Brown Bear. {most important event from end} Little Brown Bear finally fell asleep.
• Character analysis - describe Little Brown Bear. Describe Mama Brown Bear. {looks like, feelings, thoughts, character}
• Compare & contrast – Little Brown Bear and Mama Brown Bear.
• Connections - {possible text-to-self connections} Going on a picnic. Talking about how much you love your mom and how much she loves you. {possible text-to-text connections} Connect this book to Guess How Much I Love You by Sam McBratney. Both books have a mother and child expressing how much they love each other.
• Drawing conclusions & inferencing – Why did Little Brown Bear smile when his mom said she loved him more than all the stars in the sky? {what I know} I know that there a lot of stars. {my conclusion} I think Little Brown Bear smiled when his mom said she loved him more than all the stars in the sky because there are probably more stars than he can count and that makes him feel loved.
• Fact & opinion – {fact} Little Brown Bear and mama had a picnic. Little Brown Bear ate a jar of honey. Mama Brown Bear scratched her back on 3 trees. Little Brown Bear caught a fish. Little Brown Bear had seven teddy bears. {opinion} Little brown bear and Mama Brown bear had a nice lunch. Little Brown Bear likes honey more than anything. Mama Brown Bear thinks Little Brown Bear has too many teddy bears. Little Brown Bear thinks hugs are better than kisses. Mama Brown Bear looks tired of reading books.
• Main idea & details - {main idea} the story is mostly about Little Brown Bear and Mama Brown Bear counting how many ways she loves Little Brown Bear. {details} Mama Brown Bear said she loved him more than the three trees she used to scratch her back. More than the six story books Mama Brown Bear read before bed. More than the eight bear hugs he got from his teddy bears.
• Plot - the turning point or climax in the story is when Mama Brown bear gave Little Brown Bear bedtime kisses.
• Sequencing – They had a picnic. Little Brown Bear ate 1 berry pie. Little Brown Bear caught 2 fish. Mama Brown Bear scratched her back on 3 trees. Little Brown Bear at 4 apples. Mama Brown Bear pulled out 6 jars of honey and let Little Brown Bear eat one of them. Mama Brown Bear read Little Brown Bear 6 books before bed. Little Brown Bear got 7 bear hugs from his teddy bears. Mama Brown Bear gave Little Brown Bear one more hug so he had 8. Mama Brown Bear gave Little Brown Bear 9 bedtime kisses. Little Brown Bear told his mom he loves him more than 5+5. Mama Brown Bear tells Little Brown Bear she loves him more than all the stars in the sky. Little Brown Bear finally falls asleep.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Theme – Love. Mamas always love their children more than anything.
• Visualize – Visualize 10 things that you love…but not as much as your mama.

IT'S FREE!!

Happy Reading!

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The Way I Feel by Janan Cain - Teaching Ideas

The Way I Feel is a fabulous book for exploring feelings. Why do you get sad or scared? What makes you happy or excited? What do you do if you become shy or angry? This book will help students recognize these feelings, and to see that everyone has the same feelings, and probably for the same reasons.

This is a must have book for every library!

Because this book is not a story, there are not many skills and strategies to use, but there are a few. The main focus of this book is feelings, who has them, how do you get them and what do you do with them. 

Reading level: 2.9 
Theme/subject: feelings/emotions

Genre: fiction

Reading skills and strategies:

• Author's point of view – First person. Be sure to find 3 pieces of evidence to support this.
• Author's purpose – entertain/inform {evidence} The book give examples of different feelings and reason why you might feel that way and how you might deal with that feeling.
• Cause and effect – Why did she feel silly? Because she made a funny face and wears goofy clothes. Why does she feel scared? Because of the thunder and lightning. Why is she disappointed? Because her friend couldn’t come play. Why does he cry? Because he is sad. Why does she frown and growl? Because she was angry. Why was the boy thankful? Because someone fixed his truck. Why does she feel like giving up? Because she is frustrated. Why does she suddenly feel shy? Because someone waves and says hello to her. Why is he bored? Because there is nothing to do. Why is she jealous? Because she doesn’t want to take turns.
• Classify & categorize – Classify feelings – categorize feelings that put you in a good mood and ones that put you in a bad mood.
• Connections - {possible text-to-self connections} Connecting to any of the feelings or moods that are in the book.
• Main idea & details - {main idea} The story is mostly about your feelings. {details} happy, sad, loud, frustrated, etc.
• Strong thought – The book shows many feelings and reasons why the characters feel that way. Pick a feeling from the book and write about something that makes you feel that way.
• Theme – feelings change all the time. 
• Visualize – The characters in this story showed many different feelings and moods. Visualize yourself being stressed out. What makes you feel stressed and what do you do to “de-stress”.

I created a packet of activities to go with this book that focus on feelings.

Happy Reading!

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Mr. Fine Porcupine by Fanny Joly - Teaching Ideas

How would you feel if you came to town and everyone around you would scream and run away? If you said sad, then that is exactly how Mr. Fine, Porcupine was feeling. His hair was so big and so sharp everyone was afraid to be his friend. Mr. Fine, Porcupine was so lonely he decided that the best thing to do was to change his hair so people wouldn't be afraid to be around him. He sprayed it, patted it and covered it but nothing worked, his hair just kept getting in the way. Then finally, on a lonely day, he decided to go to the park. As he was walking around he noticed the most beautiful girl he had ever seen, and the best part was, she didn't run away! They walked and they talked and they fell in love. Mr. Fine, Porcupine learned that it doesn't matter what you look like "someone will love you for just being you"!

I hope you have and use this book as one of your read alouds, it has a great message and it is really fun to read because it is written in rhyme.

The following information will help you with your lesson planning.

Reading level: 2.5

Theme: feelings, feelings/emotions (self-esteem, pride, confidence)

Genre: fiction

Suggested Vocabulary: perk, divine, ten-speed, prickly, quills, abide, distress, kink, lark, divine

Reading skills and strategies:

• asking questions - {possible questions before} Why is he called Mr. Fine? Why is he reading the paper? {possible questions during} Why would the people scream and holler? What is the plastic cap for? Why is porcupine covering his hair with fruit? What happened to the birds? {possible questions after} Did they get married?
• author's point of view - first person point of view
• author's purpose - entertain - silly pictures, written in rhyme
• beginning, middle, end - {MOST important event from the beginning} Mr. Fine Porcupine goes to town and the towns people holler and scream and run away. {MOST important event from the middle} Mr. Fine Porcupine does everything to try to cover his hair, he sprays it, puts a cap on and tries to cover it with fruit. {the most important event from the end} Mr. Fine Porcupine meets a girl porcupine and they fall in love!
• cause and effect - Why do the towns people run away when Mr. Fine Porcupine comes to town? because they are afraid of his hair. Why did the boy at the park cry? because his bubbles landed on Mr. Fine Porcupine's hair and popped. Why did Mr. Fine Porcupine try to smooth his hair? because he thought he was in everyone's way. Why did Mr. Fine Porcupine buy a cap? he wanted to try to hide his locks. Why did the birds get plucked bare? because they got too close to Mr. Fine Porcupine's hair. Why did Mr. Fine Porcupine get happy at the park? because he saw someone just like him, a girl porcupine.
• characterization - write all you know about Mr. Fine Porcupine {looks, feelings, the kind of person he is}
• classify & categorize - list all the things that people do to try to fit in or be accepted and things that people do to be an individual or stand out from the crowd {example - Mr. Fine Porcupine tried to straighten his hair to be accepted where as Mrs. Fine Porcupine left her hair as is}
• compare & contrast - compare and contrast what makes you and your friend the same and different.
• connections - {possible connections} feeling left out, not having any friends, feeling like you are different, trying to change to fit in, finding a best friend.
• drawing conclusions/inferencing - Why is Mr. Fine Porcupine trying to change his hair? {clues from the story} everyone runs away from him. He doesn't have any friends to play with. {what I know} when people won't be my friend I think there is something wrong with me so I figure out what I can do to change it. {my conclusion} I think Mr. Fine Porcupine is trying to change his hair because he wants to have friends that will play with him and if he changes his hair he thinks that will happen.
• plot - the turning point in the story is when Mr. Fine Porcupine decides to go to the park one more time and he sees a fine looking porcupine.
• predict - What will Mr. Fine Porcupine do to his problem hair? What will happen to the bubbles? What is going to happen when Mr. Fine Porcupine puts on a plastic cap? Will the fruit on the ends of his hair work? What do you think Mr. Fine Porcupine's biggest, bestest, most prickly surprise is?
• problem & solution - {problem} Mr. Fine Porcupine is feeling lonely and sad because of the way he looks. {solution}He tries to change his look but that doesn't work. He soon finds that he doesn't have to change his look because there is someone out there that likes him for just who he is.
• sequencing - Mr. Fine, Porcupine introduces himself and his story. He rides his bike to town and they all scream and run away. Mr. Fine, Porcupine goes to the park and his hair pops a boy's bubbles. Mr. Fine, Porcupine tries to straighten and shrink his hair. He tries to wear a plastic cap but his hair pops right through it. Mr. Fine, Porcupine decides to put fruit on the tips of his hair but then the birds came and ate the fruit! Mr. Fine, Porcupine decides to go to the park one more time. He sees a very fine porcupine. The two porcupines sit on a swing and talk for awhile. She asked Mr. Fine, Porcupine to be his valentine and he said YES! Mr. Fine, Porcupine marries his valentine, Mrs. Fine.
• story elements - list title, author, genre, theme, setting, characters, beginning, middle & end, or problem/solution.
• summarize - {someone}Mr. Fine, Porcupine {wanted} wanted to have friends {but}his hair was making it difficult {so}he tried to straighten it, cover it even disguise it with fruit {then} he saw the most beautiful porcupine in the world and {finally} he was lonely no more!

I have created an activity packet to go with this book. It includes a characterization, compare & contrast, problem & solution and a classify & categorize worksheet, as well as a rhyming and place value set of Mr. Fine, Porcupine cards and recording sheets. Below is a preview of what is included.

Happy reading!

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Franklin's Bad Day by Paulette Bourgeois - Teaching Ideas

Who doesn't love Franklin?  I sure do, and so did my kids. The great thing about Franklin is that there is a book to help with every situation and this one is no exception. This book deals with the feelings you have when a friend moves away. It starts out with Franklin being very grumpy after waking up. He doesn't want to eat, spills his juice and breaks the cup and doesn't want to go outside to play with Bear. He does end up going outside, only to have his sled stop in a dry patch on the hill. When he tried to go ice skating he couldn't because the pond was closed. Is there anything that will put Franklin in a better mood? His father figures out what is causing such a mood and helps Franklin figure out what to do to make things better.  Enjoy sharing and discussing this book with your kids as you discover the problem and solution to this horrible mood.


Here is some other info about this book that you might find useful.

Reading level: 3.0

Theme: friendship, feelings

Genre: animal stories

Suggested Vocabulary: cranky, bundled up, glided, slope, bare patch, stormed home, furious, scrapbook

Reading skills and strategies:

• asking questions - {before} Why is Franklin having a bad day? Did he crash on his sled? {during} Why was Franklin so cranky? How come Franklin didn't want to go play with Bear? Where did Otter move to? Why did Franklin throw all of his things on the floor in the house? {after} Why did writing letters to Otter make Franklin feel better?
• author's point of view - 3rd person
• author's purpose ­- entertain
• beginning, middle, end - {beg} Franklin woke up in a grumpy mood and didn't want to do anything. {mid} Bear wanted Franklin to come out and play. They tried to sled down the hill but they got stuck on a dry patch. They tried to go ice skating but the ice was too thin. Franklin went home mad. He threw his stuff on the floor and kicked over his castle. Franklin started crying. {end} Franklin told his father that he missed Otter. Franklin spent the rest of the day writing letters and drawing pictures to send to Otter. Franklin finally felt better because he knew that they could still be friends.
• cause and effect - Why was Franklin in such a bad mood? because his best friend Otter moved away.
• characterization - describe Franklin
• compare & contrast - compare you and Franklin
• connections - text-to-self - Waking up in a bad mood. Missing a friend because they moved away. Going sledding. Wanting to go ice skating but can't because the ice was too thin. Being so mad you wanted or did cry. Writing a letter to someone you miss.
• drawing conclusions & inferencing - Why was Franklin so mad that Otter moved away? {clues from text} Franklin started crying when he kicked his castle over and he told his dad that he couldn't rebuild it because Otter had moved away. {what I know} I know that when one of my friends moves away and I can't see them any more I get sad and sometimes mad. {conclusion} Franklin was really mad that Otter moved away because he won't be able to play with her again. Why did writing letters and drawing pictures for Otter make Franklin feel better? {clues from text} Franklin put envelopes in his scrapbook to Otter and wrote to Otter that if she writes to him then they can be friends forever. {what I know} I know that people can stay friends if they keep in contact with each other. {conclusion} I know that Franklin and Otter will be friends forever if they keep sending things to each other.
• main idea & details - {MI} Franklin is in a bad mood. {Details} Franklin didn't want to eat breakfast. Franklin broke his cup. He couldn't find his marbles. A puzzle piece was missing. He didn't want to go play with Bear. Their sled hit a dry patch and the skating pond was closed. He kicked over his castle and started to cry.
• predict - Why do you think Franklin was in a bad mood? What do you think will make Franklin be in a better mood?
• problem & solution - {problem} Franklin is in a bad mood and everything is going wrong for him. {solution} Franklin made a scrapbook for his friend Otter.
• sequencing - Franklin wakes up grumpy. Franklin doesn't want to eat breakfast. Franklin breaks his cup. Franklin doesn't want to go play with Bear. They walk by Otter's empty house. Their sled hits a dry spot and wont' go any further. They tried to go ice skating but the pond was closed. Franklin goes home and throws his stuff on the floor. Franklin kicks over his castle and starts to cry. Franklin makes a scrapbook for his friend Otter. Franklin thinks tomorrow is going to be a better day.
• story elements - list title, author, theme, genre, characters, setting and BME
• summarize - {somebody}Franklin {wanted} wanted his friend Otter to come back {but} but she moved away {so} so he was in a bad mood {then} then he decided to make her a scrapbook and {at the end} then at the end he realized that they would always be friends if they wrote to each other.

Enjoy the characterization freebie I created to go with this book. Have students write everything they know about Franklin and his bad day.

Click on the picture to download it.

 I also created a little larger packet of activities

Included in the packet:

5 reading skills/strategies/comprehension pages
Asking Questions - before, during & after
Characterization
Character Change
True & False Comprehension
Short Answer Comprehension

2 word family/word sort activities with recording sheets
_ad & _ay Word Family Sort
Long a & Short a Word Sort

1 math (using time) activity with recording sheet.
What Time Is It?

Happy teaching!

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