An Operation of Cooperation by James McDonald - Teaching Ideas

An Operation of Cooperation by James McDonald is a wonderful book about teamwork and cooperation. A brother and sister have a fort to play in but when Sami cannot get into it mom must step in to help the two figure out what to do.

Mom tells the two a story about a dream like place where islands float around in the sky with only one person living on each island. When two islands finally get close enough the kids that live all alone on their island want to get together to play and keep each other company. But unfortunately neither kid is willing to give up their one and only swing. When the islands start to float away they finally decide that together, with each of their swings they connect their islands. Working as a team they come together to become one.

This story that mom tells helps Sami and Thomas realize what they must do so that each of them can get into the fort. Together they come up with a plan that will help Sami get into the fort. After all, isn’t it more fun to have someone to play with than to just play by yourself?

This book is absolutely wonderful and is a great story demonstrating what cooperation and teamwork is all about. If you have not read this book, I highly recommend this book for your classroom library.

I was contacted by Rebecca at House of Lore Publishing and she has graciously offered two books for a give away. Following the review that I did you will find the Rafflecopter entry form and if you are the lucky winners you can use the following review to help you create a meaningful lesson using this book.

For more information on this book and other great books and poems visit the Rainy Day Poems website.

If you have this book, or are the lucky winner I have created a Problem/Solution Freebie to go with it. Whether you use my freebie or want to create your own using the below reading skills, strategies and ideas, I know you and your students will love this book!

Reading level: 2.4
Theme/subject: Cooperation
Genre: general fiction

Suggested Vocabulary/phrases: amiss, fray, blue (feeling blue), bleak, bore, paced about, fling, bad snare, dread, drifting, entangle, passed like ships in the night, reeled, bread crumbs left on a trail, threw forth, gracefully, crafted a plan, engineer, combined, fared, mastermind, concede, cooperation


Reading skills and strategies:

• Asking questions - {possible questions before} I wonder what the book is going to be about. I wonder why there are islands floating in the air. I wonder what an operation of cooperation means. {possible questions during} I wonder why the kids are living on the island by themselves. I wonder if they will be able to connect their swings. I wonder what the kids will do now that they can be on each other’s island. {possible questions after} I wonder if the floating islands are real. **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 (they).
• Author's purpose – entertain {evidence} The author wrote the story in rhyme. There is no such thing as floating islands. The kids would never be allowed to be by themselves on floating islands in real life. All these things make the story very entertaining.
• Beginning, middle, end - {most important event from beginning} Thomas could climb into the clubhouse but Sami couldn’t. {most important event from middle} Mom told a story about two kids cooperating. {most important event from end} Sami and Thomas worked together to figure out a way for Sami to get into the clubhouse.
• Cause and effect – Why was Sami pouting? Because Thomas could get into the fort and she couldn’t. How come no one could play in the place that was far away? Because they all lived on islands alone. How come the kids didn’t want to throw their own swing? Because the swing was their only fun and they were afraid of losing it. How come the islands were drifting apart? Because neither of the kids would throw their own swing. How come Sami could not use the rope? Because she was just too short.
• Character analysis - describe Thomas. Describe Sami. Describe mom. {looks like, feelings, thoughts, character}
• Character changes – In the beginning Thomas didn’t care that Sami couldn’t get up into the fort but by the end he understood and helped Sami be able to get into the fort. The kids in the story started by not wanting to give up their own swing but soon changed their thinking. They realized that once they drifted away they may not see each other again so they both decided to use their swing so they could connect.
• Classify & categorize – Classify activities: things to do alone and things to do with help or a partner.
• Compare & contrast – Compare and contrast Sami and Thomas. Compare and contrast the Sami and Thomas to the kids on the floating islands. Compare and contrast something you and your brother or sister did together to Sami and Thomas’s fort “project”.
• Connections - {possible text-to-self connections} Having a fort. Not being able to do something that your brother or sister could do. Being alone and not having anyone to play with (the kids on the islands). Not wanting to give something up for fear of not having it anymore (the swing). Working together to get something done. Coming up with a great idea that will benefit everyone (the idea for the stairs). {possible text-to-text connections} any book that deals with teamwork and or brothers and sisters working together.
• Main idea & details - {main idea} The main idea of the story is that working together as a team makes things better. {details} When the kids on the islands worked together and used each of their swings they were able to connect their islands. Thomas and Sami came up with a plan to help Sami get into the fort. Together Sami, Thomas and their dad build a staircase.
• Plot - the turning point or climax in the story was when mom was finished telling her story about the kids on the island working together to connect their islands.
• Predict – What do you thing the story is going to be about. What do you thing an operation of cooperation mean? What do you think Sami and Thomas will do to help get Sami into the fort? What are the kids on the island going to do to so they can play together?
• Problem & solution - {problem} The problem is that Sami cannot get into the fort. {solution} They worked together and decided to make stairs so that it would be easier for Sami to get into the fort.
• Sequencing – Thomas and Sami’s fort was finished. Thomas could use the rope to get into the fort. Sami was sad because she couldn’t get into the fort. Mom told the kids a story about kids on islands that sail. The kids on the island were alone. They bumped into each other. They wanted to play with each other but neither wanted to use their own swing to connect them. The islands started drifting apart. They agreed that they must both use their swing. They tossed their swings and they tangled together. They slowly pulled the islands together and planned all the fun they would have. After hearing the story Sami and Thomas worked together to figure out how to get Sami in the fort. They ran to their dad and told him the plan. Together the three of them build stairs. Thomas and Sami were happy having worked together so they could play together.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Strong thought – What could Thomas have done or said instead of telling his mom that it wasn’t his fault that his sister Sami couldn’t climb the rope.
• Summarize - {someone} Sami {wanted} wanted to go into the fort {but} but she couldn’t use the rope {so} so she was sad. {then} Then mom told Sami and Thomas to story about two kids working together to they could get together and play. Thomas and Sami {finally} finally understood what they needed to do so that Sami could get into the fort as well.
• Theme – Two heads are better than one.
• Visualize – Sami and Thomas had a brand new fort to play in. Visualize what your fort would look like.

A problem solution activity...

IT'S FREE!!

Use this picture as your pin for an extra entry.

a Rafflecopter giveaway

Good Luck!

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Oliver Finds His Way by Phyllis Root - Teaching Ideas

Poor little Oliver finds himself at the edge of the woods, far from home. You see, he saw this beautiful yellow leaf that he just had to follow. Once Oliver realized that he was lost, he started to cry, and then he started to think about how he would get home. He thought and thought and thought and then he finally started to roar. He roared, louder and louder and LOUDER, until he finally heard his mom and dad's roar. Once he heard their roar, he knew exactly how to get home, he followed their roar.

This is another super cute book with adorable bears! A sweet book you will enjoy reading to your kiddos.

Listed below are the reading skills and strategies you could use to create a mini lesson on whatever your students need more help on.

I did create a problem/solution freebie for this book. 

Reading level: 1.5

Theme/subject: bravery

Genre: animal stories

Suggested Vocabulary/phrases: clumpy bush, twisty tree, tumble-down hugs

Reading skills and strategies:

• Asking questions - {possible questions before} I wonder what the story is about. I wonder if Oliver is lost. I wonder how he finds his way. {possible questions during} I wonder what Oliver is going to do to get home {possible questions after} I wonder if Oliver will wander off again.  **Remember to have your students answer/reflect their questions.
• Author's point of view – Third person. Be sure to find 3 pieces of evidence to support this.
• Author's purpose – entertain {evidence} Bears don’t live in houses or wear clothes. The illustrator drew cute illustrations. All these things make a very cute and entertaining story.
• Beginning, middle, end - {most important event from beginning} Oliver follows a yellow leaf into the woods. {most important event from; middle} Oliver is lost so he roars very loudly. {most important event from end} Oliver follows his mom and dad’s roar to get back home.
• Cause and effect – Why does Oliver get lost? Because he follows a yellow leaf into the woods. Why does Oliver start to cry? Because he was lost. Why does Oliver start to roar? So his mom and dad will hear him. Why do Oliver’s mom and dad roar back? So Oliver could follow the sound home. Why did Oliver get tumble down hugs? Because he was happy to be home.
• Character analysis - describe Oliver {looks like, feelings, thoughts, character}
• Compare & contrast – you and Oliver
• Connections - {possible text-to-self connections} getting lost, finding your way home, finding your parents, being happy to see your parents.
•  Drawing conclusions & inferencing – Why do you think Oliver ran all the way home? {text clues} Oliver was scared and all alone in the woods. {what I know} If I am lost and afraid I want to get home as fast as I can. {my conclusion} I think Oliver ran all the way home because he was scared being all by himself and he wanted to get home to his mom and dad as fast as possible.
• Fact & opinion – {fact} Oliver followed a yellow leaf to the edge of the woods. Oliver got lost. Oliver started to cry. Oliver started to roar. {opinion} It is scary being lost. Oliver should have marked his trail so he didn’t get lost. Oliver is too young to be out by himself.
• Main idea & details - {main idea} Oliver can’t find his way home. {details} Oliver starts to cry. Oliver runs to the wrong tree. Oliver runs to the wrong bush.
• Plot - the turning point or climax in the story is when Oliver decides to roar.
• Predict – What do you think the story is going to be about? What do you think will happen to Oliver at the edge of the woods? What is Oliver thinking about in the woods? How do you think Oliver will get back home? Why does Oliver start to roar?  What will Oliver do when he starts to hear his mom and dad roar?
• Problem & solution - {problem} Oliver gets lost. {solution} Oliver decides to roar.
• Sequencing – Oliver follows a yellow leaf. He goes around a twisty tree and a clumpy bush. Oliver goes all the way to the edge of the woods. Oliver tries to run home. He runs to the wrong tree. He goes to the wrong bush.  Oliver starts to cry. Oliver starts to think, and then he starts to roar. Oliver’s mom and dad roar back. Oliver runs home. Oliver gets tumble down hugs and a big yellow leaf.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Strong thought – Oliver got lost because he wasn’t paying attention to where he was going. What advice could you give him so he doesn’t get lost again?
• Summarize - {someone} Oliver {wanted} wanted to chase a yellow leaf {but} but he got lost {so} so he started to cry. {then/when} When Oliver heard his mom and dad roar Oliver {finally} finally got home.
• Theme – Pay attention when you are going somewhere for the first time. Crying won’t solve your problems. Your family will always be there for you.
• Visualize – Oliver got lost because he didn’t pay attention as he was following the leaf. Visualize yourself being lost like Oliver was. After crying, Oliver decided to roar as loud as he could so his mom and dad would hear him. Visualize what you would do to get yourself home.

Happy Reading!

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A Kwanzaa Miracle by Sharon Shavers Gayle -Teaching Ideas

A Kwanzaa Miracle is a story about loss and friendship. Mrs. Jackson is a grumpy neighbor that doesn't want to take part in the Kwanzaa celebration that all the neighbors are planning. The kids in the building are afraid of Mrs. Jackson and when Darryl and Ashley hit her window with a snowball they are extra nervous, especially when she has them come into her home. As Darryl and Ashley are in Mrs. Jackson's home they soon discover that Mrs. Jackson is not mean, she is just lonely, she lost both her daughter and her husband. After leaving Mrs. Jackson's home they tell their mom and dad that they want Mrs. Jackson to be their honorary ancestor for their Kwanzaa celebration. All the neighbors think this is a wonderful idea. At the Kwanzaa celebration Mrs. Jackson is surprised to see her sister there, because she lives so far away. Mrs. Jackson is so happy and thankful to all her neighbors and most especially Darryl and Ashley, she said they gave her a "Kwanzaa Miracle"!

This is a heartwarming story that is a good introduction into the Kwanzaa holiday. I hope you have this book or can find it to share with your students. I have created a problem/solution freebie to go with the book if you decide to share it with your class.

Below are the reading skills, strategies and ideas that could help in creating a very meaningful holiday lesson.

Reading level: 4.5

Theme: kindness

Genre: fiction

Suggested Vocabulary: mound, loomed, Kwanzaa, Umoja, unison, honorary ancestor, honored, festivities,

Reading skills and strategies:

• Asking questions - {possible questions before} What is Kwanzaa? I wonder what the miracle might be. {possible questions during} I wonder why Mrs. Jackson is so mean. I wonder what some of the things were that they did to get ready for Kwanzaa. {possible questions after} I wonder who celebrates Kwanzaa. I wonder when Kwanzaa is celebrated.  **Remember to have your students answer/reflect their questions.
• Author’s point of view – 3^rd person. Be sure to find 3 pieces of evidence to support this.
• Beginning, middle, end - {most important event from beginning} The author made Mrs. Jackson seem so mean. {most important event from middle} Mrs. Jackson asked Darryl and Ashley come into her house. {most important event from end} Mrs. Jackson’s sister showed up for the Kwanzaa celebration.
• Cause and effect – Why do you think Mrs. Jackson is so mean? Because she is sad about her daughter and husband. Why did Mrs. Jackson invite the kids in? Because they hit her window with a snowball and it reminded her of her daughter. Why did Ashley and Darryl decide to have Mrs. Jackson as the honorary ancestor for Kwanzaa? Because the discovered that she was nice and lonely and sad. Why did they invite Mrs. Jackson’s sister? Because it would make Mrs. Jackson very happy. Why did Mrs. Jackson say that they gave her a Kwanzaa miracle? because she was very sad and lonely for her own family so having her sister come celebrate and naming her honorary ancestral grandmother made her feel like she had family.
• Character analysis - describe Mrs. Jackson {looks like, feelings, thoughts, character}
• Character changes – Mrs. Jackson seems to be very grumpy and mean at the beginning of the book but at the end she is very happy and gracious. Talking about her daughter and husband and then having her sister come to the Kwanzaa celebration helped Mrs. Jackson not be so grumpy.
• Compare & contrast – Kwanzaa with Hanukkah or Christmas
• Connections - {possible text-to-self connections} having a neighbor that is not very nice. Having an important celebration. Making friends with someone that is not so nice. Surprising someone with a nice gesture.
• Drawing conclusions & inferencing – Why did Mrs. Jackson say they gave her a Kwanzaa miracle? {text clues} Mrs. Jackson was missing her daughter and husband. Mrs. Jackson’s sister came to the Kwanzaa festivities. Ashley and Darryl named Mrs. Jackson honorary ancestral grandmother.  {what I know} Whenever I see family I haven’t seen in a long time it makes me happy and when I receive an honor it always makes me feel so happy. {my conclusion} I think Mrs. Jackson said they gave her a Kwanzaa miracle because she got to see her sister and she felt like she would not be lonely anymore.
• Main idea & details - {main idea} Kwanzaa was getting close and all the neighbors were trying to get ready for the celebration. {details} They had a meeting about what they should do for Kwanzaa. They decided on naming an honorary ancestor. They had to figure out who that honorary member should be. They had a great party.
• Plot - the turning point or climax in the story was when Darryl hit Mrs. Jackson’s window with a snowball.
• Predict – What do you think the story will be about? Why do you think Mrs. Jackson is so mean? Who do you think they will pick as their honorary ancestor? What do you think Mrs. Jackson is going to do to Darryl and Ashley when she invites them in to her house? Do you think Ashley’s sister will come? Do you think Mrs. Jackson will be happy at the party?
• Problem & solution - {problem} Mrs. Jackson is a grumpy old woman. {solution} Ashley and Darryl decide to make her the honorary ancestor for their Kwanzaa celebration.
• Sequencing – Mrs. Jackson speaks to Ashley and Darryl about leaving their toys on the walkway. It is time for the Kwanzaa meeting. They decide to have an honorary ancestor at their celebration. Darryl and Ashley hit Mrs. Jackson’s window with a snowball. Mrs. Jackson invites the kids in. Mrs. Jackson shares her pictures of her daughter and husband with the kids. Ashley and Darryl go home and ask their parents if Mrs. Jackson could be their honorary ancestor. Everyone is preparing for the Kwanzaa festivities. Darryl escorts Mrs. Jackson into the party. Mrs. Jackson sees her sister and they hug. They name Mrs. Jackson honorary ancestral grandmother. Mrs. Jackson is very happy.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Theme - sometimes sadness makes people do or say mean things but a little kindness toward that person can make them happy again.

IT'S FREE!!

Happy Kwanzaa!

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Adventure on Klickitat Island by Hilary Horder Hippely - Teaching Ideas

Adventure on Klickitat Island is one of my favorite picture books. It is written in rhyme, there is a teddy bear that talks, an adventure that the boy and his bear go on and in the end everybody works together to solve a problem, there is no better formula for a book! If you have not read this book, you really should, especially out loud to your students. Because it is written in rhyme, it is really a fun read. There are so many parts of this book that your students will connect with, it will quickly become one of their favorites. This story also lends itself to teaching incredibly well, just take a look at the skills and strategies that can be used.

Reading level: 2.6

Theme: friendship, teamwork

Genre: adventure

Suggested Vocabulary: snatched, crept, dinghy, pitched, loomed, clutching, deserted, pitiful, bedraggled, brambles, propped, wail, concocted

Reading skills and strategies:

• asking questions - {possible questions before} I wonder what the adventure is going to be? Where is Klickitat Island? {possible questions during} I wonder who is calling? Why are they going out in such a storm? I wonder who they are going to find on the island? How are they going to build something that fits them all?  I wonder what kind of shelter they are going to make?  {possible questions after} I wonder if the animals will keep that shelter they built? Why did the boy and Beary not stay till all the animals woke up. **Remember to have your students answer/reflect their questions.
• author's point of view - 3rd person. Have students find 3 examples from text to prove it.
• author's purpose - entertain {evidence} Animals are talking. All the animals are working together. The boy's stuffed bear is talking. These things don't usually happen so the story was written to entertain us.
• beginning, middle, end - {most important event from beginning} The boy and his bear decided to go help. {most important event from middle} All the animals worked together to build a shelter so they could all be together. {most important event from end} Everyone was safe and warm and together out of the storm.
• cause and effect -  Why did Beary jump out of bed? because he heard someone calling. Why did Beary and the boy decide to not stay in bed? because they couldn't be much help if they did. Why did they almost lose track of which way to go? because the waves pitched them high and crashed them low. Why did Beary and the boy almost cry when they saw the rabbit? because he was such a pitiful sight. Why were the deer, birds and otters so drenched? because they were out in the storm. Why were the animals not in their nests, burrows and caves? because they wanted to be together in the terrible storm. Why did the boy yell "Stop it!" to all the animals? because all they were doing was crying. Why did the eagle find the best sticks? because he was an excellent scout. How come the animals stopped being scared? because there was so much work to be done they were not paying attention to the storm. Why did all the animals cry "Hip hooray!"? because they were amazed at the home they just built. Why was the baby otter crying? because no one was sharing the blanket with him. Why did Beary and the boy go home before morning? because the storm broke.
• characterization - describe Beary or the boy {looks like, feelings, thoughts, character}
• connections - {possible text-to-self connections} A blanket that makes you feel safe. A stuffed animal that makes you feel safe. Being afraid of a storm. Working together to get something done.
• drawing conclusions & inferencing - How were the boy and Beary feeling after they made it to Klickitat Island? {text clues}Beary and the boy were clutching their blanket. Their blanket makes them feel safe. They were clutching each other's hand. {what I know} When I hold my moms hand it makes me feel better. {my conclusion} I think the boy and Beary were a little scared when they got the island.
• main idea & details - {main idea} The storm made the animals a little scared. {details} Beary and the boy clutched their blanket. None of the animals were in their nests, caves and burrows. The animals wanted to all stay together.
• plot - the turning point or climax in the story was when Beary and the boy came and they started making a shelter for them all to be in, to stay safe and warm.
• predict - What do you think the adventure is going to be on Klickitat Island? What do you think Beary and the boy are going to do about the call for help? Do you think they are going to make it safely to Klickitat Island?  What do you think they are going to find on Klickitat Island? How do you think Beary and the boy will help the animals? Do you think their shelter will be big enough for all of them? Do you think their shelter will keep them safe and warm? Do you think the animals will keep the shelter they built?
• problem & solution - {problem} The animals were scared of the storm and wanted to be together. {solution} They worked together to build shelter so they could all fit and be together.
• sequencing - A big storm is coming. Beary hears someone call for help. Beary and the boy go to Klickitat Island. The boy and Beary find a bunch of  very sad and scared animals on Klickitat Island. The boy and Beary get the animals to work together to make a shelter. When the shelter is done they all go inside to get warm. Grandma Otter made food for all the animals. All the animals fell asleep. Beary and the boy went home before morning.
• story elements - list title, author, character's, setting, beginning, middle, end, or problem & solution.
• summarize - {someone}The animals {wanted} wanted to be together during the storm {but} but their homes were too small {so} so Beary and the boy helped them make a shelter. {then} Then all the animals were safe from the storm and they {finally} finally all fell asleep.

Here is a differentiated problem & solution FREEBIE that you can use with this book.

IT'S FREE!

Happy teaching!

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A Very Special Snowflake by Don Hoffman - Teaching Ideas

Jeff and Veronica take their little dog Snowflake outside to play on a very snowy day. Snowflake is so excited that he jumps into a snowbank. The kids look around and can't find Snowflake anywhere. They are very worried so they start to wonder around their community asking everyone if they have seen Snowflake. Their neighbors think they are talking about all the snow that is falling, not a lost little dog. Will Jeff and Veronica ever find Snowflake? Have fun reading this fun little story and discovering if Snowflake is gone for good, or hiding right under their noses.

In this book Jeff and Veronica ask a florist, baker, police officer, and a mail carrier if they have seen Snowflake. This book would fit nicely into a social studies unit on communities and community workers.

Here is some extra information about this book that you might find useful if you plan to use it for a read aloud/lesson.

Reading level: 2.0

Theme: cooperation/teamwork, family, winter

Genre: fiction {winter/weather}

Suggested Vocabulary: winter wonderland, whirled, glanced, spotted, trudging

Reading skills and strategies:

• asking questions - {before} Is the dog's name Snowflake? {during} How come Jeff and Veronica can't see Snowflake hiding in the snow? How come nobody can see Snowflake? {after} How come the neighbors didn't know Jeff and Veronica were talking about their dog, not the snow falling.
• author's point of view - 3rd person point of view
• author's purpose - entertainment
• beginning, middle, end - {beg} It starts to snow and Jeff and Veronica want to take Snowflake outside to play. {mid} Snowflake dives into a snowbank and the kids can't find her. They ask all their neighbors and nobody has seen her. {end} Jeff and Veronica are so sad that they may never see Snowflake again they lay down in the snow and wonder what to do. All of a sudden they see Snowflake in the snowbank.
• cause and effect - Why did the kids want to go outside to play? because it was snowing. How come Jeff and Veronica could not find Snowflake? because he was hiding in the snowbank and he was white like the snow. How come Jeff and Veronica's neighbors couldn't help them find Snowflake? because they were too busy trying not to let the snow ruin their work. Why did the kids flop down into the snowbank? because they were worried they would never see Snowflake again.
• characterization - describe Jeff, describe Veronica, describe Snowflake
• classify & categorize - clothes you wear in winter and clothes you wear in summer. If you are working on social studies you could classify & categorize the neighbors into jobs that offer goods and jobs that offer services {in the book they ask a: florist, baker, police officer, mail carrier}.
• compare & contrast - Jeff and Veronica. You with either Jeff or Veronica. Your dog with Snowflake. Your neighborhood with Jeff and Veronica's neighborhood.
• connections - text-to-self connections - snowstorms, bundling in  lots of clothes, losing a dog, shoveling snow, having friendly neighbors, having a family member that is a florist, baker, police officer or mail carrier.
• drawing conclusions & inferencing - Why did the kids not see Snowflake? How come none of the neighbors new that the kids were asking about a dog, not the actual snow?
• main idea & details - {MI} Snowflake gets lost. {details} the kids look everywhere and can't find him. They ask a neighbor, a florist, a baker, a police officer and a mail carrier and no one has seen her.
• predict - Will Jeff and Veronica ever find Snowflake? Will their neighbors find Snowflake?
• problem & solution - {problem} Snowflake is missing. {solution} the kids look and look and finally find Snowflake hiding in the snowbank.
• sequencing - The kids get dressed to go outside to play. Snowflake dives into a snowbank. The kids cannot find Snowflake. They ask their neighbor. They ask a florist. They ask a baker. They ask a police officer. They ask the mail carrier. They lay down in the snowbank trying to figure out what to do. They find Snowflake in the snowbank.
• story elements - title, author, genre, characters, setting, beginning, middle and end.
• strong thought - your students will probably be seeing Snowflake throughout the story and keep pointing and telling Jeff and Veronica that Snowflake is "right there".
• summarize - {somebody} Jeff and Veronica {wanted} wanted to take Snowflake outside to play {but} but Snowflake dove into a snowbank and the kids couldn't find him {so} so they started asking all their neighbors if they had seen Snowflake. {then} They went home to figure out what to do and {at the end} then they found Snowflake hiding in the snowbank.
• visualize - what Snowflake looks like hiding in a snowbank.

I hope you can use it!I have created a problem/solution freebie to go along with this book.

IT'S FREE!!

Happy teaching!

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