Bear's New Friend By Karma Wilson - Teaching Ideas

Bear hears something in the tree above his head. He thinks it might be his little friend Mouse, but it can't be because Mouse is standing right next to him. Bear and Mouse continue to try to guess who is in the tree, but whoever it is won't answer their cries of, "Who?" Finally whoever is up in the tree comes swooshing out and hides in a hole. Now Bear and more of his friends are trying to figure out "Who?" it is. After some coaxing and persuading they talk the little animal to come out and say hello. Who came out of the hole? Your students will have fun trying to predict Who? it is.

Listed below are the reading skill, strategies and some ideas to help you create a fun lesson to use with this book.

I created a fun little predicting FREEBIE for you if that is something you are teaching or your students need practice with.

Reading level: 1.0

Theme/subject: friendship, new life experiences

Genre: general fiction

Suggested Vocabulary/phrases: an itching to go out and play, scurries, peering, trembling voice, glen, bashful, and scamper

Reading skills and strategies:

• Asking questions - {possible questions before} I wonder who Bear’s new friends is. I wonder if the new friend will be friends with all the other animals. {possible questions during} I wonder who the new friend will be. I wonder why the new friend doesn’t say anything. I wonder if the new friend is scared. {possible questions after} I wonder why the author made the owl go in a hole.   **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 (he, his).
• Author's purpose - entertain {evidence} the illustrations and animals are very cute. Animals don’t really talk, and the author wrote the story in rhyme. All of these things make this a very entertaining story.
• Beginning, middle, end - {most important event from beginning} Bear heard something up in the tree. {most important event from middle} Bear heard the something swoosh by him. {most important event from end} Bear’s new friend finally came out of the hole and introduced himself.
• Cause and effect – Why does Bear ask who? Because he hears a clatter in the trees above. Why did Raven and Wren fly by? Because they saw all their friends down below.  Why did all the animals scurry away from the hole? Because they heard a rustling noise in the hole. Why did all the animals head to the watering hole? Because it was a hot summer day.
• Character analysis - describe Bear. Describe Owl {looks like, feelings, thoughts, character}
• Classify & categorize – Animals – categorize animals that fly and animals that don’t.
• Compare & contrast – Any of the Bear books by Karma Wilson
• Connections - {possible text-to-self connections} being shy. Not wanting to come out and play like owl. Having friends to play with.  {possible text-to-text connections} Any of the other Bear books by Karma Wilson.
• Main idea & details - {main idea} the story is mostly about Bear and his friends trying to figure out who is hiding in the hole. {details} Bear thinks it is Badger hiding in the hole, but Badger is looking in the hole. Bear and his friends ask the animal in the hole to come out. Bear and the other animals jump and hide when they hear a rustling sound come from inside the hole.
• Predict – What do you think the story will be about? Who do you think Bear’s new friend will be? What do you think Bear hears in the tree? What do you think is hiding in the hole? Will the new friend ever come out of the hole?
• Problem & solution - {problem} Bear’s problem is that he wants to know who is in the tree and in the hole. {solution} Bear follows the noise and finally talks the new friend out of the hole.
• Sequencing – Bear wants to go out and play. Bear hears a noise in the tree. Bear thinks it is his friend Mouse in the tree. Mouse thinks it might be Hare in the tree. Hare comes by and says hello to Bear and Mouse. Something quickly flies by their heads. Hare thinks it is Badger. It is not Badger he is looking in the hole. Badger thinks it is Raven and Wren in the hole. Raven and Wren fly by and say hello to all their friends. Bear talks to the animal in the hole and introduces all his friends. Owl finally jumps out of the hole to meet all the new friends. Bear, Owl and all their friends go to the swimming hole together.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Strong thought - owl was very shy and didn't want to come out and meet everyone. What could have been another way for Bear and his friends to make Owl more comfortable?
• Summarize - {someone} Bear {wanted} wanted to know who was there {but} but the little animal would not come out and answer {so} so he kept saying, “Who?”. {then} Then the little animal {finally} finally came out of the hole to say hello.
• Theme – The lesson to be learned could be, don’t be too shy, you might miss meeting a great friend.

Happy planning!

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The Pumpkin Patch by Margaret McNamara - Teaching Ideas

Katie's class is going to the pumpkin patch and she is SOOO excited. She has visions in her head of the most perfect pumpkin that she is going to find. At the pumpkin patch Katie looks and looks until it is time to go and then she spots it, the most perfect pumpkin. Katie is so excited about her pumpkin, that is, until the other kids in the class start to comment on how small it is. These comments make Katie start to think that maybe her pumpkin isn't so perfect after all. By the time Katie gets home she is so upset that her pumpkin is not perfect. Katie's dad helps her to see how wrong she is, he shows her just how perfect her pumpkin is and the next day Katie shows her class just how perfect her pumpkin is, and they all agree! 

This is a great book for your independent reader to read and how great would it be for you to have something for them to work on before, during or after their reading. Use the information below to help you create something for your kids.

Reading level: 1.4

Theme: school, holiday

Genre: fiction

Suggested Vocabulary: pumpkin patch

Reading skills and strategies:

• asking questions - {possible questions before}I wonder who is going to the pumpkin patch. {possible questions during} I wonder if Katie will find that perfect pumpkin? {possible questions after}I wonder why Katie made a pie out of the pumpkin instead of carve it? **Remember to have your students answer/reflect their questions.
• author's point of view - third person. Find three pieces of text evidence to prove this.
• author's purpose - entertain{evidence} The drawings are cute. The kids were holding the pumpkins silly ways, like on their heads. Katie's picture shows her with wheat in her hair. All these things are pretty silly.
• beginning, middle, end - {most important event from beginning} The class was taking a field trip to the pumpkin patch. {most important event from middle} Katie brought home a small pumpkin. {most important event from end} Katie and her dad turned her pumpkin onto a pie.
• cause and effect - Why were the kids putting on their coats? because they were going to the pumpkin patch. Why did Katie think her pumpkin was not perfect? because it was very small. Why did Katie's dad think her pumpkin was good? because it was perfect for making a pie. Why did the kids at school think Katie's pumpkin was perfect? because she brought in the pie.
• characterization - describe Katie {looks like, feelings, thoughts, character}
• classify & categorize - pumpkins into categories - tall, fat, big, small
• compare & contrast - Ayanna's pumpkin to Katie's pumpkin.
• connections - {possible text-to-self connections} Going on a field trip. Going to a pumpkin patch. Picking your own pumpkin. Making a pumpkin pie. Having someone say something about you or something you have that makes you start to feel bad.
• drawing conclusions & inferencing - Why do you think Katie felt so bad that her pumpkin was small. {text clues}Katie thought her pumpkin was perfect, then the kids in her class all looked at her pumpkin and commented on how small it was. {what I know} When someone says something about something of mine it might make me feel a little bad. {my conclusion} I think Katie felt bad because the other kids said how small her pumpkin was and they didn't think it was perfect.
• fact & opinion - {facts} Most pumpkins are orange. Pumpkins are in the squash family. Pumpkins have seeds. Pumpkins grow from vines. Pumpkin vines have big leaves. {opinions} I love pumpkin pie. Pumpkins are easy to grow. Pumpkin seeds are delicious. Pumpkins are always big. Pumpkins are hard to carve.
• main idea & details - {main idea} Katie wants to find a perfect pumpkin. {details} She looked under vines. She looked in the straw. She looked in the mud. She and her dad turned her pumpkin into a pie.
• plot - the turning point or climax in the story is when the kids on the bus comment on how small Katie's pumpkin is.
• predict - What do you think the story is going to be about? Do you think Katie will find the perfect pumpkin? What kind of pumpkin do you think Katie will find? What do you think Katie will do with the pumpkin when she gets it home?
• problem & solution - {problem} Katie doesn't think her pumpkin is perfect anymore. {solution} Her dad helps her make a pumpkin pie with her pumpkin and now it is perfect.
• sequencing - The kids get their coats. Katie dreams of her perfect pumpkin. The kids get to the pumpkin patch. Katie looks under vines. Katie looks in the straw. Katie looks in the mud. Katie finds the perfect pumpkin. The kids get back on the bus. The kids tell Katie that her pumpkin is small. Katie feels bad because her pumpkin is small and not perfect. Katie shows her dad the pumpkin. Katie and her dad make a pumpkin pie. Katie brings the pie to school and the kids think her pumpkin was perfect.
• story elements - list title, author, character's, setting, beginning, middle, end, or problem & solution.
• summarize - {someone}Katie {wanted} wanted the perfect pumpkin {but} but the other kids thought it was very small {so} so she felt bad {then} then her dad said it was perfect. {finally} Finally the kids at school thought it was perfect because Katie brought the pie to school.
• visualize - what Katie's pumpkin looked like.

If you would like your students to practice predicting, here is a freebie just for them.

 If you plan on downloading this please take a minute to pin it on Pinterest, I would consider it your thank you to me :) and I would surely appreciate it!

Happy reading!

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Owen by Kevin Henkes - Teaching Ideas

Let me hear a Woot! Woot! and a see a fist pump if you love Kevin Henkes! He has the greatest characters going through the most identifiable problems. Owen is no exception. He is about to start kindergarten and must give up his blanket. Owen doesn't want to give up his blanket and Ole' Mrs. Tweezers (the nosy neighbor) is insistent that he does. His parents try all the suggestions that Mrs. Tweezers gives but it isn't until Owen's mother comes up with the best idea of all! Your students will enjoy this story, and some might even identify with Owen and his reluctance to give up his blanket.

This book has so many great teaching opportunities: life lessons, reading skills and strategies and writing. I hope you find a new idea below to help create a wonderful lesson using Owen by Kevin Henkes.

If you have no time to create a lesson and pages to go with it, I have done that for you. I created a packet filled with comprehension, cause and effect, sequencing and characterization to use with this book - see below for details. And of course I have a freebie for you too :)

Reading level: 2.5

Theme: new life experiences

Genre: humorous fiction

Suggested Vocabulary: plunger, essential, vinegar

Reading skills and strategies:

• asking questions - {possible questions before} I wonder what this story is going to be about? Is the little boy named Owen? {possible questions during} Why won't Owen stop carrying his blanket around? I wonder what the vinegar is going to do? I wonder what Owen's mother is going to do with the blanket? {possible questions after} I wonder why Mrs. Tweezers didn't say anything about the handkerchiefs? I wnder how long Owen is going to carry those handkerchiefs? **Remember to have your students answer/reflect their questions.
• author's point of view - third person point of view. Find 3 pieces of text evidence to support your answer.
• author's purpose - entertain {evidence} Owen is a mouse and he is talking. Mice don't carry around blankets. Mice don't go to school. Owen became invisible because he put his blanket around his head. All these things make the book very entertaining.
• beginning, middle, end - {most important event from beginning} Owen had a blanket that he loved and took everywhere with him. {most important event from middle} Owen's parents tried to get him to stop taking his blanket everywhere. {most important event from end} Owen's mom had a great idea and cut Owen's blanket into small handkerchiefs so he could carry them in his pocket.
• cause and effect - Why did Owen love his blanket with all his heart? because he had it since he was a baby. Why did Owen put Fuzzy in his pajama pants? because he did not want the Blanket Fairy to come and take Fuzzy away. Why did Owen's father put vinegar on the corner of Owen's blanket? because they were trying to get Owen to stop carrying the blanket. Why did Owen rub his blanket in his sandbox? because he was trying to get rid of the smelly corner. Why did Owen bury his face in Fuzzy and not stop crying? because his parents told him that he could not bring Fuzzy to school. Why did Owen finally stop crying? because his mom had a great idea, she cut Fuzzy into small squares so he could carry them in his pocket.
• characterization - describe Owen {looks like, feelings, thoughts, character}
• classify & categorize - things that belong at school and things that belong at home.
• compare & contrast - You and Owen. Your special "thing" and Owen's blanket.
• connections - {possible text-to-self connections} having a blanket or stuffed animal that you carry around all the time.  Having your parents try to take away your special blanket/stuffed animal. Wanting to bring something to school with you.
• drawing conclusions & inferencing - How do you think the blanket made Owen feel? {text clues} Owen carried that blanket everywhere. Owen played with the blanket all the time. {what I know} I have a _____ that makes me feel safe when I am nervous or scared. {my conclusion} I think the blanket made Owen feel safe and happy.
• main idea & details - {main idea} Owen has a blanket and he won't get rid of it. {details} Owen didn't leave his blanket under his pillow when his parents tell him a Blanket Fairy will come and take it and leave him a special surprise. Owen didn't care that one corner of his blanket was smelly, he just picked another corner. He started to cry when he was told he couldn't take the blanket to school with him.
• plot - the turning point or climax in the story was when Owen's mom had a great idea and started to cut and sew the blanket.
• predict - What do you think the story is about? Why do you think Mrs. Tweezer's is telling Owen's parents about the Blanket Fairy? Do you think Owen will put his blanket under his pillow? What do you think the Blanket Fairy will leave Owen? Why do you think Owen is rubbing the smelly corner of the blanket in the sandbox? Do you think Owen is going to bring Fuzzy to school? What do you think Owen's moms good idea is? Why do you think Mrs. Tweezers didn't say anything anymore?
• problem & solution - {problem} Owen's parents were trying to get Owent to stop carrying his blanket around. {solution} Owen's mother cut and sewed he blanket so it wasn't a blanket anymore, they were little handkerchiefs he could carry in his pocket.
• sequencing - Owen had a blanket he loved. Mrs. Tweezers told Owen's parents about the Blanket Fairy. Owen didn't put his blanket under his pillow. Mrs. Tweezers told Owens parents about the vinegar trick. Owens father put vinegar on Owen's favorite corner of Fuzzy. Owen picked a new favorite corner and rubbed the smelly one in the sandbox. Owen's parents told him that he could not bring Fuzzy to school with him. Owen buried his face in Fuzzy and wouldn't stop crying. Owen's mother had a great idea. She cut and sewed Fuzzy into a bunch of handkerchiefs. Owen carried a handkerchief with him everywhere he went.
• story elements - list title, author, character's, setting, beginning, middle, end, or problem & solution. 
• summarize - {someone} Owen {wanted} wanted to take his blanket to school with him {but} but his parents said he couldn't. {so}  His mom had a great idea {then} which meant cutting his blanket into many small pieces. {finally} Owen could finally take his blanket everywhere he wanted.

ACTIVITY PACKET

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PREDICT FREEBIE

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Happy teaching!

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The Grumpy Morning by Pamela Duncan Edwards - Teaching Ideas

This is a super cute book that is written in rhyme. Your students will be able to help out while reading the story when you let them fill in the word for how the animals talk (horse - neigh, goat - bleat, pig - squeal, etc). The animals on the farm are grumpy because they have not been fed their morning meal. They walk around the farm looking for the farmer, only to find her sound asleep in her bed! She wakes up to a room full of farm animals and greets them with a smile asking the question "...isn't it a HAPPY morning?" The animals are soon happy as she feeds and milks and cuddles them.

Reading level: 1.9

Theme: animal stories

Genre: fiction

Suggested Vocabulary: bleat, slop, pellets, doze

Reading skills and strategies:

• asking questions - {possible questions at before} Why are the animals so grumpy? {possible questions during} Where is the farmer? Where are all the animals going? {possible questions after} Were the animals happy after they got fed and milked?
• author's point of view - 3rd person
• author's purpose - entertain {evidence} the animals were talking and they all went into the house these things are silly therefore it is an entertaining story.
• beginning, middle, end - {most important event from beginning} The animals were hungry. {most important event from middle} The animals woke the farmer up. {most important event from end} The farmer woke up and fed and milked all the animals.
• cause and effect - Why were the animals so hungry? because the farmer did not feed them. Why did the farmer not feed the animals? because she overslept. Why did the animals go inside the house? because they were looking for the farmer. Why were the animals finally happy? because the farmer finally feed the animals.
• characterization - describe the farmer {looks like, feelings, thoughts, character}
• classify & categorize - animals you find on a farm and animals you find in a zoo.
• plot - the turning point or climax in the story is when the animals find the farmer in bed.
• predict - Will the animals get fed? Will the animals find the farmer? Where is the farmer?  Why did the farmer over sleep?
• problem & solution - {problem} The animals are hungry. {solution} The animals went looking for the farmer and found her in bed.
• sequencing - The cow needed to be milked. The dog wanted his breakfast. The goat wanted her oats. The pig needs his meal. The rabbit wanted some pellets. The horse was hungry for hay. The duck needed a snack. The cat needed a cuddle. The hen's grain was late. The animals walked into the farmers house. A moth landed on the farmers nose. The farmer woke up and said good morning to the animals. The farmer fed the animals. She milked the cow and loved them all.
• story elements - list title, author, character's, setting, beginning, middle, end, or problem & solution.
• summarize - {someone} The animals {wanted} wanted to be fed {but} but the farmer was missing {so} so they went into her house {then}then woke her up.  {finally} She finally fed, milked and loved them.

Here is a FREEBIE prediction activity you can download to use with this book. Just click on the picture to get it.

I have also created a fun rhyming game to go with the book.

Happy reading!

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Sam's Snowy Day by Mary Labatt - Teaching Ideas

Sam is a little puppy that has never seen snow before. She is excited to go outside and see what it is all about. While she is at the park she gets hit with a snowball, tries to make a snow angle, has snow fall on her head and rides a toboggan. She loves the toboggan! On her last ride the toboggan crashes into a snowman. Will Sam be okay? Read this book to find out what happens to Sam!

Reading level: 1.5

Theme: weather & seasons (snow)

Genre: animal stories

Reading skills and strategies:

• beginning, middle, end - {beginning}Sam didn't know what snow was. She got to go outside and experience snow. {middle} Joan and Bob take Sam to the park to play. Many things happen at the park. {end} Sam's toboggan crashes into a snowman and when Sam surfaces she looks just like a snowman.
• cause and effect - Why did Sam not know what snow was? Why did the kids keep saying "poor puppy"? Why did Sam look like a snowman at the end of the story?
• characterization - describe Sam
• classify & categorize - things to do at a park when it is snowing and things to do when it is sunny
• compare & contrast - Sam to students dog, ice and water
• connections - {text-to-self} got hit with a snowball, like to toboggan, made a snow angle, slid across ice
• drawing conclusions & inference - why do you think Sam has never experiences snow before?
• fact & opinion - Sam describes the snow, you can ask if those are facts or just his opinions. "Snow makes my feet cold", "snow gets in my nose", "snow tastes like water", "I'm not a puppy, I'm a snowman".
• predict - Will Sam like the snow? Will Sam have fun at the park? Will Sam be okay after she hit the snowman?
• sequencing -  the most important events of the story.
• story elements - genre, theme, characters, setting, beginning, middle, end
• strong thought - the students might have a strong thought when Sam doesn't jump off of the toboggan.
• summarize - {someone} Sam {wanted} to go play in the snow {so} the kids took him to the park to play in the snow {but}she was having trouble in the snow, she got hit with a snowball, snow fell on her head, she slipped on the ice {then} she took a ride on a toboggan {and finally} she crashed into a snowman and when she surfaces she looked like a snowman.
• visualize - have the students visualize what happens to Sam in the snow before you show them the pictures.

 


Click the picture to get this prediction freebie!

 

What the activity looks like when it is cut out...cute huh?

 Happy teaching!

Please be sure to leave me a comment if you download this freebie...Thanks!!

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