Here Comes the Snow by Angela Shelf Medearis - Teaching Ideas

 
This Hello Reader is a perfect book for the winter months. It is great practice for those beginner readers and is about a topic most children love...snow.

If you want your student to do more than just read the book, you can give them the chance to answer a few questions and write about what they read. They can do this with the freebie that I created - shown below.

If your students are in need of other skill or strategy practice take a look at the list below to help come up with a great activity.

Reading level: 1.3

Theme/subject: snow, weather

Genre: fiction

Suggested Vocabulary/phrases: howls, sway

Reading skills and strategies:

• Asking questions - {possible questions before} I wonder what the story is about. {possible questions during} I wonder if it will ever snow. I wonder what the kids will do in the snow. {possible questions after} I wonder if they are going to go out tomorrow to play in the snow.  **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 (we, ours).
• Author's purpose – entertain {evidence} the kids look like they are having fun in the snow. They build a snowman in the snow. The kids have a snowball fight.
• Beginning, middle, end - {most important event from beginning} It hasn’t snowed yet. {most important event from middle} It started to snow. {most important event from end} The kids had fun playing in the snow.
• Character changes – the characters at the beginning of the story were sad because there was no snow. At the end of the story they were happy because it snowed.
• Classify & categorize – Classify outdoor activities; categorize them into what you can do with snow and without snow.
• Compare & contrast – your snow day to their snow day.
• Connections - {possible text-to-self connections} waiting for snow. Playing in the snow. Having snowball fight. Making a snowman. Drinking hot cocoa after playing in the snow. {possible text-to-text connections} You can text connect this book to any that has children playing in the snow.
• Main idea & details - {main idea} the story is mostly about playing in the snow. {details} the kids make a snowman. The kids play on a sled. The kids have a snowball fight.
• Plot - the turning point or climax in the story when it finally snows.
• Predict – What do you think the story is going to be about? When do you think it will snow? What do you think the kids will do in the snow?
• Problem & solution - {problem} the kids are wanting to play in the snow but there is no snow. {solution} The kids had to just wait for the day that it snowed.
• Sequencing – The kids put on their snow clothes. They tried to play on their sled but there was no snow. The wind howls and trees sway. It started to snow. The kids ran outside into the snow. The kids play on the sled. They make snow angels. The kids have a snowball fight. All the kids make a snowman. They go inside and have hot cocoa.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Strong thought – The kids were sad that the snow hadn’t come yet. What could you tell the kids to do while they wait for the snow?
• Summarize - {someone} the kids {wanted} wanted to play in the snow {but} but there was none {so} so they just waited. It {finally} finally snowed so they could go out and play.
• Visualize - Visualize your favorite thing to do in the snow.

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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Snip, Snip...Snow! by Nancy Poydar - Teaching Ideas

I know, I know, it is a little late for a snow book, but I got buried under a bunch of other reviews and kind of got forgotten about. So instead of waiting to post it (and chancing it getting lost again) I am posting it now.

This is a story I think only kids that live in the snow can truly "get". The main character Sophie is waiting for and wanting it to snow really, really bad. She is tired of it just being freezing cold, with no snow. 

When she gets home from school she hears the weatherman forecast snow, which excites Sophie. Sophie runs around the house getting all her snow stuff ready for the morning of snow. But to her dismay morning comes but the snow didn't. She is so upset!

When she gets to school, she talks her teacher into letting them create their own snowstorm by making their own snowflakes. As the class is finishing up, it starts to snow. Sophie is delighted! She rushes home after school so she begin her snow time adventures. 

Reading level: 1.5 

Theme/subject: weather

Genre: general fiction 

Suggested Vocabulary/phrases: bare, weatherman, forecast, stalled, peered, wafting 

Reading skills and strategies:

• Asking questions - {possible questions before} I wonder what the story will be about. I wonder if it is really snowing or they are just making snowflakes.  {possible questions during} I wonder why her parents are happy that it didn’t snow. I wonder what the broom, raisins and carrot are for. I wonder why she is so mad that it didn’t snow. {possible questions after} I wonder if she had to go to school. I wonder what else she will do in the snow. **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 illustrations are very colorful. It was funny how excited Sophie got when she heard it was going to snow. The kids did lots of fun stuff in the snow. All these things made a very entertaining story.
• Beginning, middle, end - {most important event from beginning} It was so cold but there was no snow. {most important event from middle} The weatherman said it would snow. {most important event from end} Sophie was so happy that it finally snowed. 
• Cause and effect – Why did Sophie have to wear a heavy jacket, mittens and her hood? Because it was so cold. Why did Sophie complain? Because she really wanted it to snow. Why was Sophie so happy? Because the weatherman forecasted snow. Why did Sophie put a carrot, box of raisins and a hat by the door? Because she wanted to make a snowman. Why did Sophie’s mom and dad look pleased? Because the snow did not come. Why did Mrs. Bloom let Sophie pass out white paper? So they could make their own snow. Why did Sophie say she was recycling? Because she made a snowman out of the scraps by her chair. Why did Mrs. Bloom tell the children to “Shhh”? So they could hear how quietly the snow fell.
• Character analysis - describe Sophie {looks like, feelings, thoughts, character} 
• Character changes – (beginning) Sophie was frustrated because there was no snow. (middle) Sophie was happy because the weatherman forecasted snow. (middle) Sophie was angry because it didn’t snow. (end) Sophie was happy because it finally snowed.
• Classify & categorize – Things to do when it snows: inside, outside
• Compare & contrast – Sophie and her parents. 2 different snowflakes.
• Connections - {possible text-to-self connections} Wanting it to snow. Making snowflakes out of paper. Having it start to snow at school. Walking home in the snow. Making a snowman. Sledding.
• Drawing conclusions & inferencing – Why do you think Sophie’s parents were happy when there was no snow in the morning? {text clues} Mom said, “No shoveling.” and “It’s nice without snow.” {what I know} My mom and dad always work hard outside after it snows. {my conclusion} I think Sophie’s parents were happy when there was no snow in the morning because it meant that they didn’t have to shovel the snow.
• Fact & opinion – {fact} There was no snow in the beginning of the story. The weatherman forecasted snow. Sophie put a carrot, box of raisins and a hat out by the door. There was no snow in the morning. Sophie’s class makes snowflakes. {opinion} Sophie’s mom and dad don’t like snow. Mrs. Bloom was angry about the mess in her classroom. Sophie thinks sledding is the most fun in the snow. Mom thinks shoveling snow is the worst job to do.
• Main idea & details - {main idea} The story is mainly about Sophie wanting it to snow. {details} Sophie was too excited to eat and sleep when she thought it was going to snow. Sophie got all of her stuff ready to play in the snow. Sophie was so angry that it didn’t snow that she asked her teacher if they could make their own snow.
• Plot - the turning point or climax in the story was when it finally started to snow.
• Predict – What do you think the story is going to be about? Do you think it really will snow? What do you think the carrot, raisins and hat are for? What do you think Sophie will do since there is no snow? Do you think it will ever snow? What do you think Sophie will do first in the snow?
• Problem & solution - {problem} Sophie really wants it to snow. {solution} She gets all her snow stuff ready. She asks Mrs. Bloom if they could make their own snow.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Strong thought – Sophie’s mom and dad were happy when it didn’t snow. What could you tell Sophie to explain that not snowing was a good thing.
• Summarize - {someone} Sophie {wanted} it to snow {but} but it didn’t {so} so she went to school and asked her teacher if they could make their own snow. After making their own snow it {finally} finally snowed.
• Visualize – Sophie got everything ready that she wanted to do in the snow. Visualize what you would do to get ready for the snow.

 

Happy Reading!

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The Snowy Day by Ezra Jack Keats - Teaching Ideas

Little Peter wakes up to lots and lots of snow. He gets up and gets ready for his day outside. Peter has many adventures in the snow: he builds a snowman, makes snow angels, and climbs up and slides down a little hill. Peter loves the snow so much he decides to save some for later. He makes a snowball and stuffs it into his pocket for safe keeping. After Peter gets home he has a bath and gets ready for bed and then remembers his snowball. Peter looks in the pocket of his snowsuit and finds only a wet pocket. Poor Peter goes to bed sad but awakes to another day filled with snow, but instead of heading out alone he calls a friend. What kind of adventure will Peter have today?

This is another great snow day book and to go with it I have created a question freebie. It is in the form of a brace map listing who, what, where, when, why and how questions.

If you are in need of another activity, here is a list of reading skills and strategies to help you create what you need.

Reading level: 2.5

Theme: weather/winter         

Genre: fiction

Reading skills and strategies:

• Asking questions - {possible questions before} I wonder what the story is about. I wonder how old the little boy is. {possible questions during} Does the little boy have any friends? Does he know the snow will melt in his pocket? {possible questions after} I wonder what Peter and his friend will do today in the snow. **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 funny when the snow from the tree falls on Peter’s head. The snowman that Peter made looks funny. Peter is having fun in the snow. All these things make an entertaining story.
• Beginning, middle, end - {most important event from beginning} Peter puts on his snow suit and heads outside. {most important event from middle} Peter had many adventures in the snow. {most important event from end} Peter called his friend to play.
• Cause and effect – Why did Peter put on his snow suit? So he could go outside and play. Why did snow fall on Peter’s head? Because he was knocking the tree with a stick and it all fell off. How come Peter did not join the snowball fight? Because he thought he was too small.  Why did Peter pick up handfuls of snow? Because he wanted to save some snow for later. Why was Peter’s snowball not in his pocket anymore? Because it melted. Why did Peter call his friend? So he could have someone to play with.
• Character analysis - describe Peter {looks like, feelings, thoughts, character}
• Classify & categorize – activities you could do in the snow and activities you could do in the sun.
• Compare & contrast – the books Snow Day! by Barbara M. Joosse and this book as well as the characters from each.
• Connections - {possible text-to-self connections} playing in the snow. Trying to keep a snowball. Getting hit by a snowball. Making a snowman. Making snow angels. {possible text-to-text connections} Snow Day by Barbara M. Joosse – they both have characters that play in the snow.
• Drawing conclusions & inferencing – Why do you think Peter dreamed about the snow melting? {text clues} The snowball melted in his pocket and that made him sad. {what I know} Sometimes I dream about things that happen during the day. {my conclusion} I think Peter dreamed about the snow melting because his snowball melted in his pocket and he was sad about that. I think Peter wanted to play more in the snow.
• Main idea & details - {main idea} Peter was enjoying his day in the snow. {details} He made a snow angel, and a snowman. He had fun sliding down the hill.
• Predict – What will the story be about? What will Peter do out in the snow? What did Peter find to make the track in the snow? What do you think will happen if Peter keeps smacking the tree? What do you think Peter will do after making his snowman and snow angels? Why do you think Peter wants to keep a snowball? What will Peter and his friend do?
• Sequencing – Peter wakes up and sees snow. He goes out in the snow and makes tracks. Peter finds a stick and smacks a tree. Peter sees boys having a snowball fight. He makes a snowman and snow angels. Peter climbs up and slides down a little hill. Peter puts a snowball in his pocket. Peter gets home and takes a warm bath. Peter remembers his snowball and checks his pocket. Peter’s snowball is gone. He dreams about the snow melting. Peter wakes in the morning to more snow. Peter calls his friend.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Visualize – Peter had a great time playing in the snow. Visualize what your day in the snow would look like.

You can download this FREEBIE from either one of my stores. 

 

Happy reading! 

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Snow Day! by Barbara M. Joosse - Teaching Ideas

Robby is SOOO excited to wake up to lots of snow outside. He runs to the radio to listen for the news...it's a snow day! Robby does not want to waste this perfect day on TV, so he gets dressed and heads outside. Robby and his dog Zippy have tons of fun, they make snow angels, and have a snowball fight with the rest of his family. They laugh and throw and have a great time together. When it starts to snow they head inside for some hot cocoa in front of the fire. As Robby goes to bed it is still snowing, will tomorrow be another snow day?

This is such a fun little book. It is easily identifiable to those kiddos that experience snow days and a good example of what snow days are all about to those that have never experienced a snow day. Your students will love it!

I have created a compare and contrast freebie to use with this book and the book The Snowy Day by Ezra Jack Keats. These are great books to compare, they are so similar and yet just slightly different.

If you are looking for a different skill or strategy to use with this book, listed below is some information that may help you create a great activity for your kiddos. 

Reading level: 2.4
Theme: weather, family 
Genre: fiction 

Suggested Vocabulary & phrases: whipped peaks, furry flakes, radio announcer, yelp, sifted, mounded 

Reading skills and strategies:

• Asking questions - {possible questions before} I wonder what the story is about. I wonder what the boy is going to do in the snow. {possible questions during} What are snow angels? {possible questions after} I wonder if they will have a snow day tomorrow too. **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 – entertaining {evidence} Dogs can’t make snow angels. It was silly when it was snowing sugar in the kitchen and their snowball fight looked like a lot of fun. All of these things were very entertaining.
• Beginning, middle, end - {most important event from beginning} It snowed and the bus and plows could not get through so school was cancelled. {most important event from middle} Robby and Zippy played in the snow. {most important event from end} The family had a snowball fight and then went inside and had hot cocoa.
• Cause and effect – Why was Robby so excited? Because school was cancelled because of the snow. Why did powdered sugar get all over the kitchen? Because Zippy barked at the mound of sugar on Robby’s bread and the sugar flew all over. Why did mom join them outside? Because she wanted to join in the snowball fight. Why did Robby and his family have to go inside? Because it started snowing. Why did the family start a fire? Because they were trying to warm up from being outside.
• Character analysis - describe Robby {looks like, feelings, thoughts, character}
• Classify & categorize – snow day activities – what can you do inside and what can you do outside?
• Compare & contrast – Your snow day to Robby’s snow day. Compare this book to the book The Snowy Day by Ezra Jack Keats. Compare Robby from this book to Peter from The Snowy Day by Ezra Jack Keats.
• Connections - {possible text-to-self connections} Having a snow day. Making snow angels, snowball fights and drinking hot cocoa. {possible text-to-text connections} Connect to The Snowy Day by Ezra Jack Keats. They both have to do with snow days, snow angels and snowball fights.
• Drawing conclusions & inferencing – Do you think they will have a snow day tomorrow? {text clues}The end of the book shows snow falling at night. If the plow and bus can’t get through there will be a snow day. {my conclusion} I think there will be another snow day tomorrow.
• Fact & opinion – Facts about snow. {facts} – Snow is actually clear in color. Some people build houses out of snow, they are called igloos. You can make your own cloud by breathing out in cold weather. It will snow when it is 0º Celsius or 32º Fahrenheit. {opinions} I love snow. Making a snowman is the best thing to do in the snow. I hate shoveling snow. Snow makes me happy.
• Main idea & details - {main idea} Robby and his family enjoying their snow day. {details} Making snow angels. Having hot cocoa and having a snowball fight.
• Plot – The turning point of the story is when it starts to snow again and the family needs to go inside.
• Predict – What do you think the story is about? What do you think the radio announcer will say about school? How do you think Robby will get Louise to come out to play? Will they have another snow day tomorrow?
• Sequencing – The bus and plow cannot get through. Robby woke his sister. The radio announcer said that school was cancelled. Robby tried to wake Heather. Robby and Zippy made breakfast. They got ready to go outside and made foot prints in the fresh snow. Robby got Louise to come out and make snow angels with him. Dad came out to shovel he snow. They had a snowball fight. It started snowing. They all came inside and started a fire and drank hot cocoa.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Visualize – What would you do on a snow day?

 

 

IT'S FREE!!

Happy reading!

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