The Biggest Snowball Ever! by John Rogan - Teaching Ideas

It is Christmas Eve, and Claire and Paul are excited to go out and play in the snow. They join their friends at the park where they all build snowmen. While working on her snowman, Claire decides to throw a snowball at her brother. She hits him right in the back of the head. As Paul tries to get back at Claire, she ducks and the snowball that Paul throws hits someone else in the ear. That was all that was needed to start the snowball fight, unfortunately for Paul, he is everyone's target. Paul decides to get back at everyone by rolling a big snowball down the hill at them. To Paul's dismay he slips as the snowball starts to roll and away he and the snowball goes, collecting speed, snow and kids on its way down the hill. Thankfully Claire stays clear of the snowball and is able to go run for help. Will the neighbors be able to rescue the children so they don't miss Christmas? Find the book and read it to find out!! :)

Below is a list of questions and ideas for many of the reading skills and strategies. You can use these to come up with a fun activity for your students to do after reading this super cute winter book. If you don't have time, don't worry, I came up with one for you.

Reading level: 2.6

Theme/subject: Christmas, winter, snow

Genre: fiction, holiday

Suggested Vocabulary/phrases: winter gear, even up the score, summit of the hill, massive size, one and all, aid, delayed, glum, all their might, plight, hesitate,

Reading skills and strategies:

• Asking questions – these are just possible questions or wonderings from either the student or teacher
• Before – I wonder what the story is going to be about. I wonder how the boy got stuck in the snowball. I wonder if the other kids will get stuck. I wonder if the boy is going to get hurt.
• During – I wonder what the kids are going to do in the park. I wonder if Paul really will get mad at Claire. I wonder who is going to win the snowball fight. I wonder what Paul is going to do to even up the score. I wonder if you really could get stuck in a snowball. I wonder if the kids will be able to get out of the snowball. I wonder what Claire and Paul will get for Christmas.
• After – I wonder what Paul and Claire got for Christmas. I wonder if Paul will try to make a big snowball again.

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

• Author's point of view – third – they, he, she
• Author's purpose – entertain
• Evidence
1. The author wrote the story in rhyme.
2. Kids can’t really get stuck in a snowball.
3. It was pretty silly to see all the children sticking out of the snowball.
• Beginning, middle, end – the most important event from each
• Beginning – Paul and Claire went outside to play with their friends in the snow.
• Middle – Paul decided he was going to get even with all the kids by making really big snowball.
• End – Claire got the parents to come help dig the children out of the big snowball
• Cause and effect –
1. Why did Paul and Claire decide to go outside and play? Because there was snow outside.
2. Why were Paul and Claire looking for clothes that no one wears? Because they were going to use them for their snowman.
3. Why did Claire think Paul was going to be mad at her? Because she threw a snowball at him.
4. How come the snowball fight started? Because Paul’s snowball missed his sister and hit someone else in the ear.
5. How come Paul wanted to even up the score? Because he got hit by ten or more snowballs.
6. Why did Paul end up a part of his snowball? Because he slipped.
7. How come the children were running? Because the snowball was headed straight for them.
8. How come the snowball stopped? Because it hit a tree.
9. How come Paul and Claire are dreaming of toys they’d love to keep? Because they know that Santa is on his way.
• Character analysis - describe Claire and Paul {looks like, feelings, thoughts, character}
• Classify & categorize –
• Classify – the snowmen in the story
• Categorize
1. Their size
2. Their clothes
3. Their noses
• Compare & contrast 
• Claire and Paul
• Claire and Paul’s snowmen
• Your snowman and a snowman from the book (have students draw their own snowman first.
• Connections 
• Text-to-self    
1. Having snow to play in.
2. Having a snowball fight with your friends.
3. Making a snowman.
• Text-to-text
1. Snowball Fight by Jimmy Fallon
2. The Big Snowball (An All Aboard Picture Reader) by Wendy Cheyette Lewison and Maryann Cocca-Leffler
3. The Snowball (A Step-Into-Reading, Step 1) by Jennifer Armstrong and Jean Pidgeon
• Drawing conclusions & inferencing – What does the word plight mean?
• Text clues – the text says that the neighbors dug with all their might to save the children. I can see the children stuck in a big snowball.
• What I know – I know that if you are trying to save someone it is because they are probably in trouble or stuck.
• My conclusion – I think the word plight means stuck because the kids were stuck in the snowball and needed help to get out.
• Main idea & details –
• Main idea – the story is mostly about kids getting stuck in a huge snowball.
• Details – the kids were having a snowball fight. Paul was making a big snowball to get back at all the kids that hit him with a snowball. Paul lost control of the snowball and it rolled down the hill collecting snow and kids.
• Plot - the turning point or climax in the story was when Paul slipped and lost control of his snowball.
• Predict –
1. What do you think the story is going to be about?
2. What do you think happened to cause the snowball to get so big?
3. What are some of the things you think the children will do in the snow?
4. Do you think Paul will get mad at Claire?
5. Why do you think Paul is walking up the hill?
6. What do you think Paul is going to do with his snowball?
7. How do you think the snowball is going to stop?
8. How are the children going to get out of the snowball?
• Problem & solution –
• Problem – the problem in the story is that the kids get stuck in a giant snowball.
• Solution – Claire runs to town and gets the neighbors to come help the kids.
• Sequencing
1. Claire and Paul want to go out and play in the snow.
2. Claire and Paul walk to the park with their friends.
3. All the kids build snowmen.
4. Claire decides to throw a snowball at Paul.
5. Paul throws a snowball and it hits someone in the ear.
6. Paul gets hit by 10 or more snowballs.
7. Paul goes up a hill to make a snowball.
8. Paul’s snowball starts to roll down the hill and collect snow and kids.
9. The neighbors come and help the kids get out of the snowball.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Summarize 
• Someone - Paul
• Wanted – wanted to get back at all the kids that hit him with a snowball
• But – but he couldn’t do it with a small snowball
• So ­– so he walked up the hill to make a big snowball that he was going to roll down on them.
• Then – Then all of a sudden he slipped and got stuck in the snowball, which rolled down the hill and gathered up snow and kids!
• Finally – Finally Claire got the neighbors to help get all the kids out of the giant snowball.
• Visualize – what do YOU picture… Paul was going to roll a big snowball down the hill to get back at all the kids for hitting him with snowballs. What would YOU do to get back at someone that hit you with a snowball?

.

 IT'S FREE!!

Happy reading!

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Snow Globe Family by Jane O'Connor - Teaching Ideas

All the poor little snow globe family wants is for the family in the big house to give them a little shake. Their snow is flat and they are tired of making snow angles. They want hills to go sledding! Unfortunately, the snow globe is all but forgotten as it sits on the mantle in the big house. That is, until Baby is left alone in the room while his family goes sledding in the snow. Being all alone, he climbs up to grab the snow globe and just as he grabs the snow globe he and the snow globe tumble to the ground. To the snow globe family’s delight they get the snow blizzard they had been wanting. The snow globe family as well as the family from the big house spend the day sledding in the freshly fallen snow. Exhausted and happy both families fall asleep thinking about all the fun they had playing in the snow.

This is such a fun winter book with so many teaching ideas. Listed below are 20 teaching tips to help you plan and create a truly meaningful lesson.

What stood out to me was how perfect this book was for comparing and contrasting, so I created a freebie to go along with it (link below).

Reading level: 3.5

Theme/subject: family, winter

Genre: adventure

Suggested Vocabulary/phrases: mantle, parlor, tramp through the snow

Reading skills and strategies:

1. Asking questions –
1. Possible questions before - I wonder what the story is going to be about. I wonder if it is a real family that lives in the snow globe.
2. Possible questions during - I wonder why there is a family living in a snow globe. I wonder why the big family doesn’t notice the snow globe family.  
3. Possible questions after - I wonder if the family will now pay attention to the snow globe. **Remember to have your students answer /reflect on their questions.
2. Author's point of view – third person. Be sure to find 3 pieces of evidence to support this. (she, her, they)
3. Author's purpose – entertain {evidence} there cannot be anyone that lives in a snow globe. It is pretty silly to see the baby’s really big eyes in the window. The snow globe family would have really gotten hurt if they were flung around in real life.
4. Most important events from the beginning, middle, end –
1. Beginning - The baby was the only one that noticed the snow glove.
2. Middle - The baby pulled the snow globe off the mantle and shook it all up.
3. End - The big family and the snow globe family were all fast asleep.
5. Cause and effect – How come nobody noticed the snow globe anymore? Because it had been there for such a long time. Why did the snow globe family want the big family to shake the snow globe? So they could go sledding. How come the big family doesn’t hear the snow globe family yell “Hellooooo…”? because the big papa is reading a story. How come the snow globe papa got thrown out of the bathtub? Because it was a big snowstorm. How come there was a gentle flurry once a week? Because the made would dust the snow globe. How come the big baby didn’t get to go out sledding with the rest of the family? Because it was bedtime. How come the snow globe family got a snowstorm? Because the baby dropped it and shook it all up. How come the mama in the big house decides to bring the baby outside to go sledding? Because the snow was too wonderful to miss. How come the snow globe family has to leave their house through the upstairs window? Because the snow is covering their front door. 
6. Character analysis - describe the snow globe family. Describe the big house family. {looks like, feelings, thoughts, character}
7. Classify & categorize – Things to do when it snows: inside and outside.
8. Compare & contrast – compare and contrast the two families.
9. Connections (text-to-self, text-to-text, text-to-world) –
1. Possible text-to-self connections - Waiting for a snowstorm. Wanting a snowstorm. Having a now globe. Going sledding.
2. Possible text-to-text connections - Snow Globe Adventures: A Christmas Story about Family Love by Robert Bettis both stores are about living in a snow globe.
10. Drawing conclusions & inferencing – How come no one in the snow globe family cares about the snow flurries? {text clues} The book says that the flurries happen once a week. The book also says that the snow glob family really wants a blizzard.  {what I know} I know that when something happens all the time, you get tired of it and start to ignore it. I also know when you really really want something; there is nothing that can take its place. {my conclusion} I think the snow globe family doesn’t care about the snow flurries because they happen every week and they really really want a snow blizzard.
11. Fact & opinion – {facts} The snow globe sits on a mantle. The big house baby is the only one that pays attention to the snow globe. The big house family goes sledding after it snows. The baby climbed up and got the snow globe off of the mantle.  {opinion} Winter is the best season. Sledding is a lot of fun. The family in the big house should pay more attention to the snow globe. Going sledding is a lot of work.
12. Main idea & details - {main idea} the story is mostly about the family living in a snow globe really wanting a snowstorm. {details} The snow globe family loves the snow. The snow globe family is hoping that someone from the big family will shake the snow globe to cause a snowstorm. The baby from the big house grabs the snow globe and shakes it up.
13. Plot - the turning point or climax in the story was when the baby grabbed the snow glob off the mantle.
14. Predict – What do you think the story will be about? Do you think the family in the big house will ever pay attention to the snow globe family? Do you think the snow globe family will get the snowstorm they are wanting? Do you think the baby will get to go out sledding with his family?
15. Problem & solution - The snow globe family has a problem. {problem} the snow globe family really wants a snow storm.  {solution} The baby in the big house grabbed the snow globe off of the mantle and dropped it causing a big snowstorm in the snow globe.
16. Sequencing – There are two stories going on in this book. Students can sequence each of the stories.
1. Sequence for the family in the big house.1.      The family is having tea and cake. 
   2.      The baby notices the snow globe on the mantle. 
   3.      Papa reads the family a story and the baby looks at the family in the snow globe. 
   4.      The maid dusts the snow globe. 
   5.      The children are hoping for a blizzard. A blizzard comes and the kids go out sledding. 
   6.      The baby cannot go out sledding. 
   7.      The baby grabs the snow globe off the mantle and drops it. 
   8.      Mom takes the baby out sledding. 
   9.      The family goes to sleep after sledding.

2. Sequence for the snow globe family.

1. The snow globe family is having tea and cake.
2. The snow globe family goes out to play in the snow. 
3. The snow globe family is hoping for a snow storm.
4. The snow globe family tries to get the attention of the family in the big house by yelling, “Helloooo”.
5. Papa told stories of the big storms of the past.
6. The snow globe family doesn’t care about the snow flurries that happen once a week.
7. A big snow storm comes.
8. The family slides out the upstairs window to play in the snow.
9. The snow globe family spends the da sledding.
10. After sledding they all fall fast asleep.

17. Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
18. Strong thought – The baby is climbing up to the mantle because he was left by himself in the room. What would you say to the baby if you walked into the room and saw what he was doing?
19. Summarize - {someone} The snow globe family {wanted} wanted a snow storm {but} the family in the big house ignored the snow globe, {so} so Baby grabbed the snow globe off the mantle causing it to fall to the ground.  The snow globe family {finally} finally got their snow storm.
20. Visualize – Snow globes have many different settings inside of them, some have snow that swirls around, some have sand and some have glitter. Visualize yourself living inside a snow globe. What would your snow globe setting look like?

 IT'S FREE!!

Happy reading!

0

Mrs. Toggle's Zipper by Robin Pulver - Teaching Ideas

Mrs. Toggle's Zipper by Robin Pulver is fun story about a teacher that gets stuck in her coat. Through a series of mishaps the results of trying to get Mrs. Toggel out of her coat is quite comical. After the children, the nurse and the principal all try to no avail they finally call in the custodian, Mr. Abel. With the use of a trust pair of needle nose pliers, he is able to pull her zipper down and free her from her coat.

If you have never read this story, it truly is a must read, both you and your students will love it. If it is a book you have and read below is a list of ideas, skills and strategies that you can use to create a meaningful lesson.

Reading level: 3.3

Theme/subject: winter, school

Genre: fiction

Suggested Vocabulary/phrases: unusually, thingamajig, braced, fistfuls, heap, trudged, stickler, whatsit, doodad, whatchamacallit, able, toggle, bulged, thermostat, pull-tab, needle-nose pliers, traipsed

Reading skills and strategies:

• Asking questions - {possible questions before} I wonder what the story will be about. I wonder what is wrong with Mrs. Toggle’s zipper? {possible questions during} I wonder how Mrs. Toggle will get her off. I wonder who will end up helping Mrs. Toggle get her coat off. {possible questions after} I wonder if Mrs. Toggle will fix her coat. **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 (the children, Mrs. Toggle, they).
• Author's purpose – entertain {evidence} The author used names for the characters that went with their job/predicament. The kids tried to pull the coat and ended up in a thud on the floor. It was silly when Mrs. Toggle was talking with the thermometer in her mouth. The author used silly words like thingamajig, whatsit and doodad. All these things make a very silly story.
• Beginning, middle, end - {most important event from beginning} Mrs. Toggle could not get out of her coat. {most important event from middle} Mrs. Toggle, her students, and the nurse went to the principal for help.  {most important event from end} Mr. Abel was able to unzip Mrs. Toggles coat.
• Cause and effect – Why were the students wearing boots? Because it was snowing outside. How come Mrs. Toggle was still wearing her coat? Because the zipper was stuck. Why was it hard to try unzipping Mrs. Toggle’s coat? Because the thingamajig was gone. How come Mrs. Toggle and all her students landed in a heap on the floor? Because they were trying to pull her coat off and couldn’t get it. Why did the nurse, Mrs. Schott take Mrs. Toggle’s temperature? Because her face looked red and hot. Why did Nina have to talk for Mrs. Toggle? Because she had a thermometer in her mouth and couldn’t talk. How come Mrs. Schott put a bandage on Mrs. Toggle’s zipper? Because Mrs. Schott said that bandages make boo-boos better and since Mrs. Toggle’s zipper was broken it must need a bandage. Why did Mrs. Schott want to call the principal? Because her attempt at pulling Mrs. Toggle’s coat off failed.  Why did the principal think his way of pulling off Mrs. Toggle’s coat would work? Because following the rules always gets you out of tight spots. How come Mr. Stickler decided to call the custodian? Because he didn’t want holes in the floor. Why was Mr. Abel able to get Mrs. Toggle’s coat off? Because he used a pair of needle-nose pliers to help pull the zipper down. Why did everyone cheer? Because Mrs. Toggle got out of her coat. How come Mr. Abel wrote in his notepad to look up the word “thingamajig”? Because he didn’t know what that word meant.
• Character analysis - describe Mrs. Toggle {looks like, feelings, thoughts, character}
• Character changes – Mrs. Toggle was hot and a bit frustrated at the beginning of the story and by the end she was very happy.
• Compare & contrast – Compare your teacher to Mrs. Toggle. Compare your nurse to Mrs. Schott. Compare your principal to Mr. Stickler. Compare your custodian to Mr. Abel.
• Connections - {possible text-to-self connections} Getting stuck in your own coat. Losing the zipper pull off your own coat. Being hot because you can’t get your coat off. Having someone finally being able to pull your zipper down.
• Drawing conclusions & inferencing – Why is Mrs. Toggle’s name perfect for her? {text clues} Mrs. Toggle is wearing a jacket that is missing the zipper pull. {what I know} I know that a toggle is like a zipper pull in that it goes on clothing and helps keep a coat closed.{my conclusion} I think Mrs. Toggle’s name is perfect because she is having problems with her zipper, which is like a toggle. Her name matches her problem.

Why is Mrs. Schott’s name perfect for her? {text clues} Mrs. Schott is the school nurse. {what I know} I know that nurses give shots. {my conclusion} I think Mrs. Schott’s name is perfect for her because she is a nurse and nurses give shots. Her name matches her job.

Why is Mr. Stickler’s name perfect for him? {text clues} Mr. Stickler is the principal that likes to follow the rules.  He also says “that if you want to get out of a tight spot, you must follow the rules.”{what I know} I know that someone that is a stickler is a person that follows the rules. {my conclusion} I think Mr. Stickler’s name is perfect because he is the principal and he wants to make sure that everyone follows the rules, he is a stickler for it.

Why is Mr. Abel’s name perfect for him?  {text clues} Mr. Abel is the custodian and he is wearing a big work apron with all sorts of tools. {what I know} I know that custodians take care of and fix many things at the school. {my conclusion} I think Mr. Abel’s name is perfect for him because he is able to fix lots of things. His name matches his job.

• Fact & opinion – {fact} Mrs. Toggle was stuck in her coat. Mrs. Schott took Mrs. Toggle’s temperature. Mr. Stickler called Mr. Abel to help. Mr. Abel pulled Mrs. Toggle’s zipper down. Everyone cheered when Mrs. Toggle got out of her coat. {opinion} Purple coats are the prettiest. Having a stuck zipper is the worst thing to ever happen. Mr. Stickler looks like a mean principal. Mr. Abel looks like a super nice custodian. Mrs. Schott looks like a smart lady.
• Main idea & details - {main idea} The story is mostly about Mrs. Toggle getting stuck in her coat. {details} Mrs. Toggle could not unzip her jacket. Mr. Stickler and her students tried to pull her out but they all fell on the ground. Mr. Abel use some needle-nose pliers to unzip Mrs. Toggles zipper.
• Plot - the turning point or climax in the story was when Mr. Stickler’s plan did not work and he decided to call Mr. Abel, the custodian.
• Predict – What do you think the story is going to be about? Why do you think Mrs. Toggle said good morning in a grumpy voice? Do you think the students will be able to pull Mrs. Toggle out of her coat? What will they do next? What do you think the school nurse will do to help? How do you think the principal will help? What do you think the custodians name will be? How do you think the custodian will be able to help?
• Problem & solution - {problem} Mrs. Toggle is stuck in her coat because the zipper is stuck. {solution} Many attempts are given to solve this problem but it was ultimately solved when Mr. Abel used some needle-nose plier to pull the stuck zipper down.
• Sequencing – Mrs. Toggle was stuck in her coat. Her students tried to pull her out. They went to the nurse for help. The nurse couldn’t help. They went to the principal, Mr. Stickler for help. Mr. Stickler made everyone get in straight lines to pull Mrs. Toggle’s coat off. Everyone fell to the ground. Mr. Stickler called the custodian. Mr. Abel, the custodian, used needle-nose pliers to pull down Mrs. Toggle’s zipper. Everyone cheered when Mrs. Toggle got out of her coat.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Strong thought – The students, Mrs. Schott, and Mr. Stickler all tried to pull the coat off of Mrs. Toggle and didn’t succeed. If you were Mrs. Toggle, how would you be feeling? What would you say to everyone?
• Summarize - {someone}Mrs. Toggle {wanted}wanted to get her coat off {but}but the zipper was stuck {so}her students tried to pull off her coat. {then}Then they went to Mrs. Schott and Mr. Stickler but they couldn’t help. {finally}Finally Mr. Abel the custodian was called and he unzipped her coat.
• Theme – If you are trying to do something and that way isn’t working, maybe you should try a different way…or just call Mr. Abel.
• Visualize – Mrs. Toggle was stuck in her coat and finally, Mr. Abel, the custodian was able to get her zipper unstuck. Visualize you stuck in big coat. How would you feel? What would you do to try to get out of it? Who would you go to for help?

Here is a packet of skills and strategies I created to go with this book if you would like to purchase this rather than create your own.

Happy Planning!

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Owl Moon by Jane Yolen - Teaching Ideas

This beautifully written book takes the reader on a late night journey through the woods looking for owls. After a long wait the little girl goes out owling with her Pa. They tromp through the woods who-whoooing in hopes that an owl will respond. The owls do not respond the first time, but that doesn't matter they continue their search. Finally, their persistence and continued who-whooing pays off when an owl comes flying over head. When it lands on the branch overhead the girl stands there in utter silence enjoying the entire owling experience.

This book is a great mentor text for writing and is filled with beautiful figurative language but that is not what I looked at for this review. I looked at the reading skills and strategies that work with this story.

So if you are interested using this book for more than the language take a look at the list below, it may help you use this book for more than just writing.

Reading level: 3.2

Theme/subject: winter

Genre: realistic fiction

Suggested Vocabulary/phrases: statues, woolen cap, faded, Great Horned Owl, stained, edge of the meadow,

Reading skills and strategies:

• Asking questions - {possible questions before}I wonder what the story is going to be about. I wonder what an owl moon is. I wonder where the people on the cover are going. {possible questions during}I wonder what owling is. I wonder why you have to be quiet to go owling. I wonder if they will find an owl.  {possible questions after} I wonder when they will go owling again. **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 ).
• Author's purpose - entertain {evidence} The illustrations feel cold. The author uses lots of descriptive writing. The characters were happy in the story.
• Beginning, middle, end - {most important event from beginning} Pa took little girl out owling for the first time. {most important event from middle} Pa called out and the owl came threading its way through the trees. {most important event from end} They stared at the big owl that landed on the branch above them.
• Cause and effect – Why did the night sky seem to shine? Because the moon was so bright. Why were Pa and the girl walking towards the woods? Because they were going owling. How come the girl was not disappointed when they didn’t hear an owl? Because her brothers told her that sometimes there are owls and sometimes there are not. Why did Pa turn on his flashlight? So they could see the owl. How come it was time to go home? Because they saw an owl.
• Character analysis - describe the girl {looks like, feelings, thoughts, character}
• Classify & categorize – Classify times to talk, categorize when it is appropriate to talk and when you shouldn’t talk.
• Connections - {possible text-to-self connections} Doing something special with your dad. Seeing an owl. Hiking through the woods at night in the snow. Needing to be completely quiet.
• Drawing conclusions & inferencing – Why are you supposed to be quiet when you go owling? {text clues} Pa has gone owling a lot and that is what he said. {what I know} I know that some animals run away with loud noises. {my conclusion} If they wanted to see an owl they would need to be quiet so it doesn’t get scared and fly away.
• Fact & opinion – {fact} The girl and her dad went out late at night. It was a full moon. The girl and her Pa saw an owl. The girl had been waiting to go owling with her dad for a very long time. {opinion} Owls are beautiful. It is scary to be out at nighttime in the forest. It is hard to walk in the snow. It is not fun to be outside when it is so cold. Nighttime noises are spooky.
• Main idea & details - {main idea} The story is mostly about a girl and her Pa going out to look for owls. {details} The little girl had to run after her Pa every once in a while. Pa would call out, “Who-who-who, who”. The stared at an owl that was on a branch over their head.
• Plot - the turning point or climax in the story was when an owl called back.
• Predict – What do you think the story is going to be about? What do you think owling is? Do you think they will see an owl? Do you think the girl will make noise and scare the owl away?
• Problem & solution - {problem} The little girl’s father was calling for owls but none were calling back. {solution} The little girl and her father kept walking and calling and keeping quiet.
• Sequencing – The little girl and her Pa went owling late one night. They hiked to the line of pine trees. Pa called out to the owls. They walked further into the woods. The girl and her Pa made it to a clearing in the woods. Pa called to the owls again. The girl stood quiet and still looking and listening for an owl. The owl came threading through the trees. Pa shone the flashlight on the owl that landed on the branch above them. They stared at the owl. The owl flew away. They walked home.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Strong thought – After staring at the owl on the branch above her head, the girl and her Pa walked home quietly. How would you have reacted and walked home?
• Summarize – {someone}Pa was calling out to the owls because they {wanted}wanted to see an owl {but}but the owls were not responding {so}so she had to be very quiet {then}then they saw one and  {finally}finally went home.
• Theme – The lesson to be learned from this story is do what you are told and keep going because it will pay off in the end.

Happy planning!

3

Poppleton in Winter by Cynthia Rylant - Teaching Ideas

Poppleton in Winter is a great Growing Reader book with 3 fun stories- Icicles, The Bust, The Sleigh Ride. In Icicles Poppleton meets a new friend. In The Bust Poppleton decides to made a bust of his neighbor Cherry Sue and The Sleigh Ride story is about Poppleton and his friends going on a sleigh ride to celebrate his birthday.

Your students will love these stories and now you can create a quick and meaningful activity or lesson with the information and ideas below. But, if your students need practice with compare and contrast you can use the FREEBIE I created to go with it (found below).

Reading level: 1.9

Theme/subject: winter, friends and friendship

Genre: fiction

*This book contains 3 separate stories.

            Icicles

            The Bust

            The Sleigh Ride

Suggested Vocabulary/phrases: (Icicles) icicles, bonk, finch, picket fence (The Bust) pagoda, hooked a rug, make a bust, mold, molding, molded, tweaked (The Sleigh Ride) disappointed

Reading skills and strategies:

• Asking questions - {possible questions before}I wonder what the story is going to be about. I wonder what Poppleton is going to do in winter. {possible questions during}(Icicles) I wonder if anyone is going to get hurt from the icicles falling on them. I wonder if Poppleton will take the icicles down. I wonder what Poppleton and the finch are going to make with the icicles. (The Bust) I wonder what a pagoda is. I wonder what Poppleton is going to make this winter. I wonder what a bust is. I wonder why he doesn’t just invite Cherry Sue over. I wonder if Cherry Sue will like the bust.  (The Sleigh Ride) I wonder if Poppleton will ever get that sleigh ride.  {possible questions after} (Icicles) I wonder what more adventures Poppleton and finch will do together. (The Bust) I wonder what Poppleton’s next project will be. (The Sleigh Ride) I wonder what Poppleton will want to do next year for his birthday.  **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 (him, his, they).
• Author's purpose – entertain. {evidence} Have students find evidence from one or all of the stories.
• Beginning, middle, end - {most important event from beginning} (Icicles) Poppleton liked his icicles. (The Bust) Poppleton was trying to figure out what to do this winter. (The Sleigh Ride) Poppleton called all his friends to go on a sleigh ride. {most important event from middle} (Icicles) Everyone kept telling Poppleton to get rid of the icicles. (The Bust) Poppleton kept going to Cherry Sue’s to see what she looked like. (The Sleigh Ride) Everybody was busy and couldn’t go on a sleigh ride with Poppleton. {most important event from end} (Icicles) Finch and Poppleton turned the fallen icicles into a fence. (The Bust) Cherry Sue came over so Poppleton could finish the bust of her. (The Sleigh Ride) All Poppleton’s friends came over and surprised him with cookies and cakes for his birthday.
• Cause and effect – (Icicles) How come Poppleton didn’t listen to anyone about his icicles?  Because he loved his icicles. How come finch bumped into the icicles? Because he wasn’t looking where he was going. Why did finch feel bad? Because he knocked down all of Poppleton’s icicles.  Why was Poppleton glad finch knocked down the icicles? Because Poppleton made a new friend. (The Bust) Why did Poppleton hook a rug? Because winter always made him feel creative. Why did Poppleton go buy clay? Because he was going to make a bust of his neighbor Cherry Sue. How come Poppleton kept going over to Cherry Sue’s house? Because he kept forgetting what she looked like. Why did Cherry Sue tweak Poppletons nose? Because Poppleton was driving her crazy. Why did Cherry Sue give Poppleton a little kiss? Because the bust looked just like her when he was done. (The Sleigh Ride) How come Cherry Sue could not go on a sleigh ride with Poppleton? Because she was making cookies. How come Hudson could not go on a sleigh ride with Poppleton? Because he was baking a cake. How come Fillmore could not go on a sleigh ride with Poppleton? Because he was stirring some fudge. How come Poppleton was disappointed? Because there was no one to go on a sleigh ride with him. Why did all of Poppletons friends surprise him? Because it was his birthday. How come Poppleton didn’t make a birthday wish? Because he had everything he wanted.
• Character analysis - describe Poppleton {looks like, feelings, thoughts, character}
• Character change – (The Sleigh Ride) Poppleton was sad at the beginning of the story because there was no one to go on a sleigh ride with him. At the end of the story Poppleton was happy because all his friends remembered his birthday, brought him cookies and cakes and took him on a sleigh ride.
• Compare & contrast – Compare Poppleton in each story.
• Connections - {possible text-to-self connections} (Icicles) having icicles hanging from your house. Having icicles fall off your roof. (The Bust) being creative during the winter. Having made something with clay. (The Sleigh Ride) Wanting to do something but not being able to find someone to do it with you. Being surprised on your birthday. Going on a sleigh ride. {possible text-to-text connections} Connect each of the books.
• Main idea & details - (Icicles) {main idea} The story is mostly about Poppleton loving his icicles. {details} Gus the mail turtle told him to take them down but he wouldn’t. Poppleton would measure his icicles. Finch and Poppleton ended up making a picket fence with the icicles after they fell down. (The Bust) {main idea} The story is mostly about Poppleton making a bust of his neighbor Cherry Sue. {details} Poppleton went to the art store to get clay for the bust. Poppleton went to Cherry Sue’s house to see what her hair looked like. Cherry Sue came over and sat for 5 hours so Poppleton could finish the bust of her. (The Sleigh Ride) {main idea} The story is mostly about Poppleton wanting to go on a sleigh ride. {details} Poppleton called Cherry Sue to go on a sleigh ride. Poppleton was sad that none of his friends could go on a sleigh ride. Poppleton’s friends came over and surprised him for his birthday and took him on a sleigh ride.
• Plot – (Icicles) the turning point or climax in the story was when finch knocked all the icicles down. (The Bust) the turning point or climax of the story was when Cherry Sue tweaked Poppleton’s nose. (The Sleigh Ride) the turning point or climax of the story was when his friends come to surprise him for his birthday.
• Predict – (Icicles) What do you think the story is going to be about? Do you think Poppleton will take the icicles down. Do you think anyone will get hurt because of those icicles? What do you think finch and Poppleton will do with the fallen icicles? (The Bust) What do you think the story will be about? What do you think Poppleton will create? Do you think Poppleton will invite Cherry Sue to come over? Do you think Cherry Sue will like the bust of her? (The Sleigh Ride) What do you think the story is going to be about? Do you think anyone will be able to go on a sleigh ride with Poppleton? What do you think Poppleton will do since nobody can go on a sleigh ride?
• Problem & solution – (Icicles){problem} the problem is that Poppleton loves his icicles but nobody else does. {solution} after finch knocked the icicles down Poppleton and finch made a picket fence. (The Bust){problem} Poppleton couldn’t remember what Cherry Sue looked like. {solution} Cherry Sue came over to sit for Poppleton to finish the bust. (The Sleigh Ride){problem} There was nobody to go on a sleigh ride with Poppleton. {solution} All Poppleton’s friends came over and surprised him with cookies and cakes and a sleigh ride.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.

 IT'S FREE!!

 Happy planning!

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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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Merry Christmas Stinky Face by Lisa McCourt - Teaching Ideas

In typical fashion Stinky Face is filled with questions. He worries about the Christmas tree blowing away, his snowman melting, Santa losing a boot and the reindeer's antlers getting stuck in the tree branches that hang over the roof. His mom is very reassuring and has an answer or solution to all of his questions and worries. In the end, Stinky Face and his mother leave Santa all the things he might need if anything were to go wrong on the night he delivers his gifts.

Many of your kids will identify with the questions Stinky Face asks, because they are typical "little kid" type of questions. Such a fun read aloud, I hope you have it and share it with your students!

Here is a list of reading skills, strategies and ideas you can utilize while creating a meaningful holiday lesson.

As a fun center activity I have created a true false comprehension game that your students will love.

Reading level: 3.1

Theme: winter holiday

Genre: holiday fiction

Suggested Vocabulary: coat rack, icicles

Reading skills and strategies:

• Asking questions - {possible questions before} I wonder why he is called Stinky Face. I wonder what this story is going to be about. {possible questions during} Why is he asking so many questions? Will all these things really happen? {possible questions after} Will Santa really need all the things Stinky Face and his mom left for him? **Remember to have your students answer/reflect their questions.
• Author’s point of view – 1^st person. Be sure to find 3 pieces of evidence to support this.
• Author’s purpose – entertain {evidence} The illustrations are very silly. There is no such thing as a Christmasaurus and Santa would never lose his boot. All these thing make a very entertaining story.
• Beginning, middle, end - {most important event from beginning} Stinky Face started asking his mom a lot of questions about things that might happen. {most important event from middle} Mom had very good answers for each of his questions. {most important event from end} Mom and Stinky Face left all the things that Santa might need, just in case.
• Cause and effect – Why would Stinky Face and his mom sit outside and make snow cones? Because that is how they would move all the snow that was blocking their door. Why would they have to use the coat rack as a Christmas tree? Because the wind might blow their tree out the front door. Why would they put a snowman in their freezer? Because the snowman would follow Stinky Face inside and start to melt. Why would a Chrismasaurus help them put up their Christmas lights? Because they were too short to reach the top of the house. Why would Santa need a saw? So he could cut the branches that the reindeer’s antlers might get stuck in. Why are they leaving a pair of snow boots for Santa? So he can wear them if he loses one of his.
• Character analysis - describe Stinky Face and or his mom {looks like, feelings, thoughts, character}
• Drawing conclusions & inferencing – On the last page of the story, what do you think Santa is thinking when he sees all the stuff and reads the note? {text clues} Stinky Face and his mom left Santa a lot of things. Santa is shaking his head and smiling as he is looking at all the stuff. {my conclusion} I think Santa sees the stuff and understands why it was left so he feels thankful and maybe a little surprised.
• Main idea & details - {main idea} Stinky face is worried about so many things happening. {details} He is worried about the Christmas tree blowing out the front door and his snowman following him inside and melting. Stinky Face is also worried about Santa losing one of his boots.
• Predict – What do you think is going to happen in the story? How do you think they would get out of their door? What do you think they would do if their tree blew away? How would they help the snowman that was starting to melt? How do you think Santa would get the reindeer's antlers unstuck from the branches? Do you think Santa’s boot would fall off while he is driving his sleigh? What do you think Santa is going to do when he sees all the stuff they left for him?
• Problem & solution - {problem} Stinky Face is worried about so many things. {solution} Stinky Face’s mom has a solution for every problem Stinky Face thinks of.
• Sequencing – Stinky Face has many questions. What if they couldn’t open their front door? What would they do if the Christmas tree blew out the door? How would they save the little snowman? How would they reach the top of the house to put Christmas lights up? How would Santa get the reindeer’s antlers out of the tree branches? What if Santa lost a boot? What if his lips got chapped or the sack ripped or the reindeer's need their fur brushed. Stinky Face and his mother leave out all the things Santa might need, just in case.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Strong thought – Why is Stinky Face asking so many questions?
• Summarize - {someone} Stinky Face {wanted} wanted to ask a question {but} but he asked a lot of questions {so} so his mom answered all of them. {then}They then left all of his mom’s answers to his questions on the table for Santa. 
• visualize – What do you see as something that could go wrong on Christmas Eve?

You can find this game in either one of my stores.

Merry Christmas!

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