Bear Feels Sick by Karma Wilson - Teaching Ideas

Poor bear, he is really feeling sick! His head is hot, he is achy and sneezy, wheezy and stuffy! But when his friends find out he is sick they immediately come to take care of him. They cook broth, make tea, and put a cool cloth on his head. Poor bear, he is really feeling sick. Bear tosses and turns, mumbles and grumbles and he just can't rest. His friends walk around on tippy toes, whisper and softly sing until finally poor bear falls asleep. When bear finally wakes, he is feeling well again. He dances and jumps and tells his friends to come out and play! But poor friends, they are now feeling sick. When bear sees how they are feeling he rushes to their side, kisses all their sweet little heads and tells them that he will be there to make them all feel better.

I just love this story, it is so sweet!

Listed below are reading skills, strategies and ideas you can use to create a great lesson to go with this book.

I have created an Asking Questions Freebie for you if that is something your students are needing help with.

Reading level: 1.8

Theme/subject: kindness/compassion, friendship

Genre: animal stories

Suggested Vocabulary/phrases: autumn, achy, heap, whiffs and wheezes, mutters, mumbles, grumbles, soothes, coax, smidgen, quivers, frolic

Reading skills and strategies:

• Asking questions - {possible questions before} I wonder why bear feels sick. I wonder if all his friends will help him. {possible questions during} I wonder if bear will feel better. I wonder if the other animals will start to feel sick. {possible questions after} I wonder if bear will make them tea.  **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 drink tea and eat broth. Gophers don’t know how to cook. The author wrote this story in rhyme. All these things make a very sweet, entertaining story.
• Beginning, middle, end - {most important event from beginning} Bear feels sick. {most important event from middle} Bear's friends come and take care of him. {most important event from end} Bear takes care of his friends when they start to feel sick.
• Cause and effect – Why can’t bear sleep? Because he feels sick. Why does bear want to go out and celebrate? Because bear feels better. How come his friends don’t want to play? Because they all feel sick. Why is bear taking care of his friends? Because they all took care of him.
• Character analysis - describe Bear. Describe the friends. {looks like, feelings, thoughts, character}
• Character changes – {beginning} bear feels sick. {end} bear feels better. All because his friends took care of him.
• Classify & categorize – things to do when you are sick and things you do when you are well.
• Compare & contrast – how bear’s friends took care of him to how your mom takes care of you.
• Connections - {possible text-to-self connections} Feeling sick. Having someone take care of you. Feeling achy. {possible text-to-text connections} You can connect to any of the other Bear books from this series, or Can’t You Sleep Little Bear? by Martin Waddell because in both books others are taking care of a bear.
• Main idea & details - {main idea} Bear feels sick. {details} He feels achy and wheezy and sneezy. His friends come and take care of him. They fix him broth, wrap him in a blanket and put a cold cloth on his head.
• Plot - the turning point or climax in the story is when bear finally falls asleep.
• Predict – What do you think the story is about? How will his friends help? What do you think they will do with the herbs? Do you think bear will get better? What do you think he will want to do when he feels better?  Do you think his friends will get sick?
• Problem & solution - {problem} Bear feels sick. {solution} His friends wrap him in a blanket, give him water and broth, put herbs on him and cool his head with a cold cloth.
• Sequencing – All alone bear starts to feel sick. Bear can’t sleep. Bear's friends come and want him to play. Bear is too sick to play. His friends gather to help take care of him. They cook broth and put a cold cloth on his head. They gather herbs and give him some tea. Bear starts to sleep. All the friends watch bear sleep.  Bear wakes and is feeling much better. Bear wants to play but his friends are all sick. Bear kisses them all and tells them he will take care of them.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Strong thought – Bear feels sick and his friends are doing a lot of things to take care of him. They wrap him in a blanket, make some broth, collect herbs and give him some tea. What else could you tell them to do to help him?
• Summarize - {someone} Bear’s friends {wanted} wanted to play {but} but bear was too sick {so} so his friends came in to take care of him. Bear {finally} finally started to feel better.
• Theme – having someone there to take care of you always makes you feel better.
• Visualize – What would you have done to help bear feel better?

 

IT'S FREE!!

Happy Reading!

3

Arthur's First Kiss by Marc Brown - Teaching Ideas

Oh dear! Arthur is so nervous about going to Muffy's Valentine's Day party because he does not want to play the kissing game! When he gets to the party Buster assures him that they won't be playing the bottle kissing game, but what Arthur doesn't know is that they will be playing a different kissing game. Muffy and Francine have it all planned out. Arthur is told that he must pick a name first, he does and it is his name. Arthur gets blindfolded and put into the garage. Francine picks next and pulls her name. Excitedly, Francine heads to the garage so she can kiss Arthur. Meanwhile, Arthur's sister DW has taken Arthur's dog Pal for a walk. She stops by the party and looks in the window. DW sees what is happening and comes to Arthur's rescue. She sends Pal into the garage and when Pal sees Arthur he gets all crazy and starts kissing Arthur. To Arthur's delight he finds that it is Pal kissing him and to Francine's dismay she hears DW yelling, "Run for your life!" Needless to say, Arthur brings home a big slice of cake for DW to thank her for saving him from having to kiss Francine.

Who doesn't love Arthur? I sure do and I know this story is sure to delight all of your students. Listed below are some skills and strategies that you can use to create activities to go with this book. I have created an Asking Questions Freebie for you to use if you students need practice with this.

Reading level: 1.8

Theme: Family, new life experiences, Valentine’s Day

Genre: Fiction, holiday fiction

Suggested Vocabulary: spin the bottle, snooping, bodyguard

Reading Skills and Strategies

• Asking questions - {possible questions before} I wonder what the story is about. I wonder who Arthur kisses.  {possible questions during} I wonder why Francine and Muffy are only writing Arthur and Francine's name on the papers. I wonder what spin the bottle is. I wonder what game they will play. {possible questions after} I wonder if Francine is mad because she didn't kiss Arthur. **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} Everyone went to a Valentine’s Day party. Arthur was really nervous about playing spin the bottle. Pal gave Arthur lots of kisses. All these things made a very entertaining story.
• Beginning, middle, end - {most important event from beginning} Arthur said that he was going to Muffy’s party. {most important event from middle} Francine and Muffy got papers ready for a kissing game and Arthur went first. {most important event from end} DW sent Pal in the garage to save Arthur.
• Cause and effect – Why was Muffy having a party? Because it was Valentine’s Day. Why was Arthur nervous about going to Muffy’s party? Because he didn’t want to play the kissing game. Why did Arthur turn beet red? Because DW said he looked handsome. Why did DW want to go to the party? So she could be Arthur’s bodyguard and protect him from Francine kissing him. Why did DW take Pal for a walk? Because Arthur asked her to. Why did DW put pal through the garage at Muffy’s house? So Pal could kiss Arthur and keep Francine from kissing him. Why did Arthur bring cake home for DW? Because she protected him from Francine.
• Character analysis - describe Arthur {looks like, feelings, thoughts, character}
• Compare & contrast – you and Arthur.
• Connections - {possible text-to-self connections} Going to a Valentine’s Day party at someone’s house. Being nervous about a game you don’t want to play. Having someone want to kiss you. Not wanting to kiss someone.
• Drawing conclusions & inferencing – Why did Muffy and Francine only write Arthur and Francine on the papers? {text clues} Francine really wanted to kiss Arthur. {what I know} If only 2 names are used, only those 2 names will be drawn. {my conclusion} I think they only put those two names because Francine really wanted to kiss Arthur and if it is only their names they will be the only ones picked.
• Main idea & details - {main idea} Francine wanted to kiss Arthur. {details} Arthur was very nervous about playing the kissing game. Francine and Muffy only put Arthur and Francine on the papers for the game. DW saved Arthur from being kissed by Francine.
• Plot - the turning point or climax in the story is when DW takes Pal for a walk and sees what is happening at the party.
• Predict – What do you think the story will be about? Will Arthur kiss Francine? Will DW take Pal for a walk? Do you think they will play the bottle kissing game? What do you think Francine and Muffy are doing in the corner? What do you think DW will do after she sees Arthur get a scarf put around his eyes? What do you think Pal will do?
• Problem & solution - {problem} Arthur was nervous about going to the party because he didn’t want to play the kissing game. {solution} DW let Pal into the garage to keep Francine from kissing Arthur.
• Sequencing – Muffy reminded everyone about her party. Arthur got ready for the party. Muffy and Francine were doing something in the corner. Arthur had to pick a name for the game first. Arthur was sent to the garage with a blindfold on. DW took Pal for a walk and peeked in the window at the party. DW sent Pal into the garage to save Arthur. Pal started kissing Arthur. DW yelled, “Run for your life” to Arthur. Arthur brought cake home for DW.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Summarize - {someone} Francine {wanted} wanted to kiss Arthur {but} but Arthur didn’t want to kiss Francine {so} so Muffy and Francine made a game that would make Arthur have to kiss Francine. {then} When DW saw what was happening she sent Pal in to save Arthur.

IT'S FREE!!

Happy Reading!

4

The Snowy Day by Ezra Jack Keats - Teaching Ideas

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

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

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

Reading level: 2.5

Theme: weather/winter         

Genre: fiction

Reading skills and strategies:

• Asking questions - {possible questions before} I wonder what the story is about. I wonder how old the little boy is. {possible questions during} Does the little boy have any friends? Does he know the snow will melt in his pocket? {possible questions after} I wonder what Peter and his friend will do today in the snow. **Remember to have your students answer/reflect their questions.
• Author’s point of view – Third person. Be sure to find 3 pieces of evidence to support this.
• Author’s purpose – Entertain {evidence} It is funny when the snow from the tree falls on Peter’s head. The snowman that Peter made looks funny. Peter is having fun in the snow. All these things make an entertaining story.
• Beginning, middle, end - {most important event from beginning} Peter puts on his snow suit and heads outside. {most important event from middle} Peter had many adventures in the snow. {most important event from end} Peter called his friend to play.
• Cause and effect – Why did Peter put on his snow suit? So he could go outside and play. Why did snow fall on Peter’s head? Because he was knocking the tree with a stick and it all fell off. How come Peter did not join the snowball fight? Because he thought he was too small.  Why did Peter pick up handfuls of snow? Because he wanted to save some snow for later. Why was Peter’s snowball not in his pocket anymore? Because it melted. Why did Peter call his friend? So he could have someone to play with.
• Character analysis - describe Peter {looks like, feelings, thoughts, character}
• Classify & categorize – activities you could do in the snow and activities you could do in the sun.
• Compare & contrast – the books Snow Day! by Barbara M. Joosse and this book as well as the characters from each.
• Connections - {possible text-to-self connections} playing in the snow. Trying to keep a snowball. Getting hit by a snowball. Making a snowman. Making snow angels. {possible text-to-text connections} Snow Day by Barbara M. Joosse – they both have characters that play in the snow.
• Drawing conclusions & inferencing – Why do you think Peter dreamed about the snow melting? {text clues} The snowball melted in his pocket and that made him sad. {what I know} Sometimes I dream about things that happen during the day. {my conclusion} I think Peter dreamed about the snow melting because his snowball melted in his pocket and he was sad about that. I think Peter wanted to play more in the snow.
• Main idea & details - {main idea} Peter was enjoying his day in the snow. {details} He made a snow angel, and a snowman. He had fun sliding down the hill.
• Predict – What will the story be about? What will Peter do out in the snow? What did Peter find to make the track in the snow? What do you think will happen if Peter keeps smacking the tree? What do you think Peter will do after making his snowman and snow angels? Why do you think Peter wants to keep a snowball? What will Peter and his friend do?
• Sequencing – Peter wakes up and sees snow. He goes out in the snow and makes tracks. Peter finds a stick and smacks a tree. Peter sees boys having a snowball fight. He makes a snowman and snow angels. Peter climbs up and slides down a little hill. Peter puts a snowball in his pocket. Peter gets home and takes a warm bath. Peter remembers his snowball and checks his pocket. Peter’s snowball is gone. He dreams about the snow melting. Peter wakes in the morning to more snow. Peter calls his friend.
• Story elements - list title, author, characters, setting, beginning, middle, end, or problem & solution.
• Visualize – Peter had a great time playing in the snow. Visualize what your day in the snow would look like.

IT'S FREE!!

Happy reading! 

6

Curious George Goes to the Hospital by H.A. Rey - Teaching Ideas

Of all the Curious George books, this is my favorite. The illustrations of George in this book are so darn adorable! I love the page of him walking up the stairs to the hospital, holding his little ball and the page where he is going to get a shot...priceless.

In this 1966 book, George has a stay in the hospital because of an upset stomach. Now lets face it, the hospital in 1966 was much different than the hospital of today, which makes this a fun book to read.

Again, here are a list of reading skills and strategies, and some ideas to help you come up with a great lesson for your students.

If you haven't yet seen the FREE questioning download, there will be a link at the bottom of this post to get your free copy.

Also, the activity packet is available...see the pictures below as well.

Reading level: 2.6

Theme: Curiosity

Genre: Humorous Fiction

Suggested Vocabulary: stethoscope, barium, children's ward, blood transfusion, record player

Reading skills and strategies:

• asking questions - {possible questions before} I wonder why George goes to the hospital? Is George scared going to the hospital? {possible questions during} I wonder why Betsy was so sad? {possible questions after} I wonder why Betsy was in the hospital?
• author's point of view - third person point of view
• author's purpose - entertain {evidence} George put on a puppet show using both his arms and legs. George sat on a record player and went spinning around and flew off. George went riding through the hospital in a go cart and ran into everything, making a huge mess. All these things are silly and make the story entertaining.
• beginning, middle, end - {most important event from beginning} George ate a puzzle piece and had to go to the hospital to get it removed. {most important event from middle} George makes friends with all the kids in the hospital. {most important event from end} George makes Betsy laugh.
• cause and effect - Why did George have to go to the hospital? because he swallowed a puzzle piece and did not feel good. Why did George start crying? because he was sad that the man with the yellow hat had to leave him at the hospital. Why did Betsy smile for the first time? because George had a puppet show using all 4 of his hands at the same time. Why did George jump into the go-cart? because Steve was not using it, he was taking his first steps. Why did George not get into trouble for making such a big mess at the hospital? because he made Betsy laugh and laugh which she hadn't done in a long, long time.
• characterization - describe George {looks like, feelings, thoughts, character}
• compare & contrast - any of the Curious George books or a hospital of today with a hospital of the past.
• connections - {possible text-to-self connections} Swallowing something you shouldn't have. Going to the hospital. Being scared at the hospital. {possible text-to-text connections} connect to any of the Curious George books
• fact & opinion - {facts} George swallows a puzzle piece. George gets admitted to the hospital. George gets a shot. George gave a puppet show. George landed in the Mayor's arms.  {opinions} The hospital is a scary place. Getting a shot hurts. Puppet shows are funny. Record players make good merry-go-rounds.
• plot - the turning point in the story was when George took Steve's go-cart and wheeled himself all over the hospital.
• predict - Why do you think George goes to the hospital. How do you think the doctors are going to get the puzzle piece out of George? How do you think George felt when the man with the yellow hat had to leave him at the hospital? What do you think is going to happen when George jumps into the go-cart?
• sequencing -  George finds the puzzle box and opens it up. George eats one of the puzzle pieces. George does not feel good so the man with the yellow hat takes him to the doctor. They take an x-ray of George's stomach. The man with the yellow hat admits George to the hospital so they can take out the puzzle piece. George gets sad when the man with the yellow hat has to leave the hospital. George takes a pill and gets a shot. George goes to the operating room. George wakes up and feels better. George goes to the children's play room. George does a puppet show for all the kids. George gets taken back to his bed for a nap. When George wakes up Steve is taking his first steps. George jumps in Steve's go-cart. George takes off in the go-cart. George goes too fast and runs into the lunch cart and falls out of the cart and into the Mayor's arms. George is about to get into trouble but Betsy starts laughing and everyone is happy that she is laughing. George and the man with the yellow hat go home. The nurse brings George a gift. When George gets home he opens the gift and it is the puzzle piece they took out of his stomach. 
• story elements - list title, author, character's, setting, beginning, middle, end, or problem & solution.

IT'S FREE!!

ACTIVITY PACKET BELOW
 

In the activity packet above, to go along with this book, there is a number recognition activity, numbers 1-20 plus a recording sheet.

Click here to see ALL the preview pictures of this fun packet.

Happy reading!

6

Curious George Gets a Medal by: H.A. Rey - Teaching Ideas

In this 1957 Curious George book  George, and the reader, is taken on quite an adventure. He not only gets to ride on the back of a cow, he takes a trip to a museum and rides into space in a spaceship! Your students will love all the mischief that George gets into in this book and, in the end, will see George get a medal for doing something so brave.

The below skills and strategies will help you create a lesson your students will really enjoy. Don't forget about the FREE questioning download I have available as well as the packet of awesome activities.

Reading level: 3.1

Theme: Curiosity

Genre: Humorous Fiction

Suggested Vocabulary: fountain pen, funnel, blotter, tap (faucet), lather, slipped inside, sway, bail out

Reading skills and strategies:

• author's point of view - third person point of view.
• author's purpose - entertain {evidence} George filled the house with lots of bubbles. George was riding on a cow pulling a pump and George stood frozen in the museum pretending to be a stuffed monkey. All of these things are silly which makes the book entertaining.
• beginning, middle, end - {most important event from beginning} {most important event from middle} {most important event from end}
• cause and effect - Why did George want to write a letter? because he couldn't read the letter that was delivered. Why was George riding on a cow? because he was trying to have the cow drag the pump to his house so he could pump out the water from his house. Why did George go to the museum? because the truck he jumped in went to the library. Why did the tree in the museum fall down? because George was trying to pick the nuts and he tugged too hard. Why was Professor Wiseman going to send George to the zoo? because they though he ran away from the zoo. Why did Professor Wiseman ask George to go in the space ship? because it was too small for a man but a perfect size for a monkey. Why was everyone waiting anxiously? because they didn't see that George ejected from the space ship. Why did George get a medal? because he was the first living thing to come back to earth from space.
• characterization - describe George {looks like, feelings, thoughts, character}
• compare & contrast - Curious George Gets a Medal and Curious George Rides a Bike.
• connections - {possible text-to-self connections} Spilling something and trying to clean it up.  Going to a museum. Winning a medal for something you did. {possible text-to-text connections} Connect this book to any of the Curious George books.
• drawing conclusions & inferencing - {text clues} {what I know} {my conclusion}
• fact & opinion - {facts} George lives with the man in the yellow hat. George spilled ink on the floor. The room was filled with lather. George rode on the back of a cow. George pretended to be a stuffed monkey. George got a medal. {opinions} George was a good little monkey. George is a thief. The farmers were very angry at George. The pump was heavy. George was excited to go in the space ship.
• plot - the turning point in the story is when the man with the yellow hat finds George at the museum and reads him a letter.
• predict - Why do you think George will get a medal? What do you think the letter says? What do you think will happen if George tries to fill the ink pen? What do you think will happen if George puts water on all that powdered soap? Who do you think George will get to help him move the pump? Do you think the farmers will catch George? What do you think Professor Wiseman will do with George after he knocked down the dinosaur display?  Do you think George will choose to go in the space ship? Will George pull the lever and get out of the space ship?
• sequencing - The mailman delivered a letter. George wanted to write a letter. George spilled ink on the floor. George poured powdered soap on the ink. George put water on the soap and made a bunch of lather. George was going to shovel out the lather but it was gone. George needed a pump to pump out the water from the house. The pump was too heavy for George so he tried to get a goat to help him. The goat knocked George over to the pig pen. George let out all the pigs. George got a cow to help move the pump. The farmers had to gather all the pigs that George let out. George and the cow tried to run away from the farmers. George jumped into a truck that was going to the museum. George saw a lot of animals that were stuffed. George tried to pick some nuts from a tree and the dinosaur and tree fell over. The museum guards caught George and were sending him back to the zoo. The man in the yellow hat came running in and told George about Professor Wiseman's letter. George agreed to go in the spaceship. George took a long time to pull the handle to escape from the space ship. George parachuted down from space. When George landed he received a medal. 
• story elements - list title, author, character's, setting, beginning, middle, end, or problem & solution.

  

IT'S FREE!!

ACTIVITY PACKET BELOW

For this book I created a writing activity. It is a super cute activity (pictured above) where you can use the prompt I provide in the packet, or you can have them write about what you want. Here is what it could look like when done.

$ PACKET $

Click here to see ALL the preview pictures of this packet.

Coming soon, Curious George Goes to the Hospital

Happy reading!

1

Curious George Rides a Bike by H.A. Rey - Teaching Ideas

In this 1952 book George shows off his bicycle tricks which lands him a spot in the animal show. He is so excited to be in the show, but his curiosity gets the better of him which results in him being cut. Bad little monkey aren't aloud to perform. George is so sad, but never fear, he saves a baby bear that escapes from his cage. His bravery and quick thinking have him back on his bike performing in front of the entire town, even the man with the yellow hat.

Lots of skills and strategies to help you create a lesson your students will love!

If you need a little extra help, I have a free questioning activity available and a whole packet of stuff just ready to help you out!

Reading level: 2.9

Theme: Curiosity

Genre: Humorous Fiction

Suggested Vocabulary: wild bronco, fleet, admiral, jolt, fanfare, bugle

Reading skills and strategies:

• asking questions - {possible questions before} Where does George get the bike? Where did George learn to ride a bike? {possible questions during} How did George learn how to make a boat? Why did the man with the yellow hat go to the animal show without George?  {possible questions after} Was George sad to leave the show?
• author's point of view - third person point of view
• author's purpose - entertain {evidence} George could ride his bicycle backwards. All the frogs and ducks got into the boats that George made. The ostrich was making horn noises because the horn was half way down its throat. All these things are silly and make the story entertaining.
• beginning, middle, end - {most important event from beginning} The two men from the animal show found George and asked him to be in the show. {most important event from middle} George alerted everyone that the baby bear was out and on the loose. {most important event from end} They asked George to be back in the show because he saved the baby bears life.
• cause and effect - Why was it a special day? because it had been three years since the man with the yellow hat took George home from the jungle. Why could George do all sorts of tricks on his bicycle? because monkey's are good at that. Why did George not deliver the papers to the other side of the street? because he wanted to know what the river was like. Why did George make boats with the rest of the papers? because he thought it would be fun to have a boat of his own. Why did George's front wheel on his bicycle get out of shape? because he was watching the boats and not the road and he hit a rock. Why did the two men stop and take George with them? because they wanted George to ride his bike and do tricks in their animal show. Why did George give the ostrich his bugle? because he was curious if the ostrich would eat it. Why did the men tell George he had to go home? because George was a naughty monkey and naughty monkeys couldn't be in the show. Why did George sound the bugle? because the baby monkey got out. Why was George let back in the show? because he saved the baby bear.
• characterization - describe George {looks like, feelings, thoughts, character}
• compare & contrast - two of the Curious George books
• connections - {possible text-to-self connections} Getting a new bike. Being able to do tricks on your bike. Being able to make a paper boat. Doing something good that makes everyone very happy. {possible text-to-text connections} connect this book to any of the Curious George books.
• drawing conclusions & inferencing - How do you think George felt after saving the baby bear? {text clues} George has a smile on his face as he is handing the baby bear down. The book also says that everybody cheered and then the men let George back into the show. {what I know} If I do something good and people cheer and are happy then I feel very proud. {my conclusion} I think George felt very happy and proud that he saved the baby bear.
• fact & opinion - {facts} It had been three years since the man in the yellow hat brought George home. George knew how to ride a bike. George and the man with the yellow hat were going to see the animal show. The wheel on George's bike got bent. George lowered the baby bear down in the newspaper sack. George got to ride his bike in the animal show. {opinions} Three years is a long time. George is the best at doing tricks on a bicycle. It is a lot of fun sailing boats. Ostrich's are mean. George is very smart.
• plot - the turning point in the story was when George alerted everyone that the baby bear escaped from his cage.
• predict - What do you think George will do on his bicycle? Do you think George will keep close to the house like the man told him to? Do you think George will do a good job delivering all of the papers? What do you think George will do with the papers he didn't deliver? What do you think George will do with is broken bike? Do you think George will try to feed the ostrich? Do you think George will still be in the show? If so, what will he do to be in the show? Do you think George can save the baby bear? How? Do you think George will miss the show?
• problem & solution - {problem} George was a naughty monkey because he fed the bugle to the ostrich, now he can't be in the show. {solution} George is able to be in the show because he helps save the baby bear.
• sequencing - It is a very special day and the man with the yellow hat gives George a bicycle. 
• story elements - list title, author, character's, setting, beginning, middle, end, or problem & solution.

Click here it get this FREE questioning download (be advised, this download has the sheets for all for of the Curious George books I have reviewed, so you only need to download it once.) 

IT'S FREE!!

ACTIVITY PACKET BELOW

For this book I created a science inquiry activity included in the above packet (shown in the picture below). Students will follow the boat building instructions in the book and then test to see if their ability to follow directions resulted in a boat that can float.

 $ PACKET $

Click here to see ALL the preview pages for the packet.


Coming soon Curious George Gets a Medal.


Happy reading!

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