ABCs of Reading

I'm on Instagram

2013-05-14T17:27:00.001-07:00

I had to get my middle-school son to show me how, but I joined my teacher friends on Instagram. You can find me at smartkidsgammons. I was inspired by....

Here is my home page:

Here is a picture of what my smart kids are working on:

Finally, here is the link for the memory book:

My twelve-year old is so proud of my new technology skills!

Cindy Moo

2013-03-26T19:17:00.000-07:00

Title: Cindy Moo

Lori Mortensen (Author)

Jeff Mack (Illustrator)

Comprehension Strategy: Questioning

Art Modality: Creative Movement

Summary:

One night on the farm, the cows overhear a fantastic tale. “Hey Diddle Diddle, the cat and the fiddle, the cow jumped over the moon!” Inspired by this classic rhyme, a plucky cow named Cindy Moo sets out to prove that cows really can leap over the moon. The other cows laugh at her, but that doesn’t stop Cindy from trying—and failing—night after night . . . until a trick of nature shows Cindy a way to triumph. As delightfully silly as the original nursery rhyme, this hilarious picture book will have readers of all stripes (and spots) cheering for its determined heroine. (HarperCollins)

Materials:

Cindy Moo

hula hoops

white paper plates

Lesson:

It’s time to get your kids “moo-ving!” All you need is a copy of this book and some hoops. (Real rain puddles would be best, but...well, they’re wet.) Begin by making sure that all of your little ones are familiar with the nursery rhyme “Hey Diddle Diddle.” For fun you can check out the many versions of the rhyme/song on YouTube. Here are two I liked. The first has the words and a pleasant version of the tune. The second video is from vintage Sesame Street.

https://www.youtube.com/watch?v=OSELJdLRwz0

https://www.youtube.com/watch?v=BAhhZ0w0iQU

And now introducing...Cindy Moo! She’s the determined cow that is going to help your young readers practice our comprehension strategy of the day: questioning. After all, Cindy Moo wouldn’t be where she is today (famous) if she hadn’t asked the question, “WHY can’t a cow jump to the moon?” Let the questions begin before you even open the book. Just look at the cover. WHY is the cow jumping? WHAT are the three cows on the back thinking as they look on?

Now on to the first pages...WHY is the cow peeking out of the barn? WHAT is the girl reading? And before too long, the burning question..."WHY can’t a cow jump to the moon?” Give your listeners time to discuss the issues, just as the cows in the barn did that very night. To really stretch their thinking, insert a question that isn’t in the book. Ask students to problem-solve with partners. If a cow wanted to jump over the moon, HOW could it be done? You might get some pretty creative answers! Continue reading to find out how Cindy Loo finally makes it over the moon.

After the book, show your kids a mighty-fine, bovine time with this movement activity. First locate some hoedown style music on the internet. I found this fun music

http://www.pond5.com/music/1/hoedown.html and also songs on this site that I could download for free http://www.mediamusicnow.co.uk/royalty-free-music-loops/country/hoedown.

Take your kids to a gym or open area. Arrange your hula hoop puddles throughout the area. Place a paper-plate moon in each puddle. Now just play the music and encourage the kiddie cattle to start jumping puddles. Yee-Haw!

For an inside peek into the book click here!

New Blog!

2013-03-09T07:56:00.000-08:00

So here's the scene...I've posted my kinders' work all over my assigned parking space in the hall outside of my classroom. I've even bravely stretched out to put their work on a nearby hall that was empty. (No one was using it after all and it seemed like space for rent....) Anyone that happens to walk in my room for any reason (you know, like to drop off toilet paper or the lunch envelopes) gets "Did you know how smart my kids are?" and "Have you seen this chart they made?" or "Here! Just read this journal entry!" Sometimes we make visitors sit down and we tie them up with lacing beads strings so they can't escape. I've even been known to pick up the phone and call a teacher from the upper grades..."Hey! When you get a break, come down here and see this!" (Like she would use her 5 minutes with us instead of going to bathroom. Really.) Soo....

I'm trying a healthier, less desperate approach. I created a sister blog for my "ABCs of Reading" blog. I wanted a place to celebrate my special Ks super smart work. So here is your invitation to visit. Come on over!

The Little Little Girl with the Big Big Voice

2013-03-06T19:12:00.000-08:00

The Little Little Girl with the Big Big Voice

Kristen Balouch (Author & Illustrator)

Comprehension Strategy: Inferring

Art Modality: Drama

Summary:

There once was a little, little girl... with a BIG, BIG voice.

One day she went to find someone to play with.

In this vibrantly illustrated picture book, one loud little girl looks for a friend to play with. She searches the jungle high and low for a pal, but her BIG voice scares all the animals away! One by one, an elephant, a snake and a croc quickly retreat away from her booming vocals, until at last she finds the perfect playmate-whose "roar" is even louder than hers! (Summary from Simon & Schuster.)

Materials:

The Little Little Girl with the Big Big Voice

Lesson:

Let me say this loud and clear. “THIS IS A FUN BOOK!” In fact, when I saw this book it screamed, “BUY ME!” This simple story is useful at the beginning of the year when you are teaching appropriate voice volume and you are focusing on classroom management. It also works beautifully if you want to zoom in on inferring. So if your classroom sounds like a jungle, open the book and try this lesson.

Before reading, place a sticky note over the little girl on the cover. Without showing the illustrations, read the beginning of the book in which the little girl attempts to make friends with the elephant, snake, and crocodile. Ask students to make inferences about what might be scaring the animals away. Read the beginning again, this time showing the pictures. Allow students time to continue making inferences. Continue reading, making sure to pause after you read, “But the lion looked at the little girl...” After sharing predictions. continue reading, but pause again after, “And the little girl looked at the lion...” Your students will love the surprise that follows and will join in laughing with the girl and the lion.

Now I just bet that you already have in mind a little, little child from your own class that as a big, big voice. Give that child a chance to use that voice in a dramatic retelling of the story. Invite students to play the roles of the girl, the elephant, the snake, the crocodile and the lion. Prepare the actors by talking about how each of the animals would move and what they were doing in the story. For example, the elephant is blowing bubbles and the snake is swinging. How would the elephant run away? How would the snake escape? As you reread, invite the students to act out the story. Repeat with additional groups of five children.

Want to make sure your voice can be heard? Need to make your little “loud mouth” even louder? Here’s a link for a printable megaphone:

http://books.simonandschuster.com/Little-Little-Girl-with-the-Big-Big-Voice/Kristen-Balouch/9781442408081#graphic_excerpt_carousel

Finally, here’s an analogy map to use with the story. Use it to make a class chart or provide copies so the students can make their own.

https://docs.google.com/file/d/0BxZ0GKEr7Xl_d2JnODVNQWVmN0k/edit?usp=sharing

Put Something In

2012-08-25T08:08:00.000-07:00

Happy Back-to School! Here are some pictures of the place where we sing, dance, read poetry, create art and add drama to our days. The room is ready...we just need to put something in!

Draw a crazy picture,

Write a nutty poem,

Sing a mumble-gumble song,

Whistle through your comb.

Do a loony-goony dance

'cross the classroom floor,

Put something silly in the world,

That ain't been there before.

Shel Silverstein

Walk on in...

Read a story from my rocker...

Guide some reading...

Take a look around...(5 tables for 28 kids! Room looks bigger than it feels.)

Sit down at the computers...(Thinking maps posted on wall.)

Pick a station... (This shelf is painted with magnetic paint.)

Choose a book...

Find your station....

Follow the rules... (Whole Brain Teaching is awesome!)

Enjoy your visit and PUT SOMETHING IN!

Happy Teaching, Jayne

A Ball For Daisy

2012-07-28T20:14:00.000-07:00

Title: A Ball for Daisy

Chris Raschka (Illustrator)

Comprehension Strategies:

Inferring

Making Connections

Art Modalities:

Drama

Storytelling

Summary:

Any child who has ever had a beloved toy break will relate to Daisy's anguish when her favorite ball is destroyed by a bigger dog. In the tradition of his nearly wordless picture book Yo! Yes?, Caldecott Medalist Chris Raschka explores in pictures the joy and sadness that having a special toy can bring. Raschka's signature swirling, impressionistic illustrations and his affectionate story will particularly appeal to young dog lovers and teachers and parents who have children dealing with the loss of something special. (Summary from Random House.)

Materials:

A Ball for Daisy

red ball

Lesson:

Here’s a book for the dog days of summer. In fact, here’s a book for any day that has been just plain “ruff.”

There are a couple of reasons you might want to share this book first with a small group. As you know, wordless picture books can be powerful literacy tools. As students “read” the pictures, allow time for them to create narration. Encourage students to look at the pictures and retell the events to partners. As they retell, help students discover the elements of story and the sequence of events. Another reason to start with a small group is the opportunity for sharing personal connections. You little ones are sure to connect to how Daisy felt about the new toy, the broken toy and the new friendship.

To encourage students to make connections to the events and Daisy’s feelings, find a red ball and gather your group into a circle. Gently toss the ball to a volunteer who is ready to tell about a time that he experienced a loss such as a broken toy. (Older students may be able to make the connection to more significant life losses.) After the student shares his connection, have him toss the ball to another friend in the group.

Try these drama activities to help students infer what Daisy is thinking and how she is feeling throughout the story. Begin by asking each child to pretend she is Daisy. As you show each illustration, have each child say out loud what she (as Daisy) is thinking. Don’t worry about everyone talking at once...simply encourage students to think about the events and carefully study the details in the illustrations to narrate the story from the dog’s point of view.

Older students will enjoy retelling the story with this second drama extension. Put students in groups of four. Each child will play a character (Daisy, Daisy’s owner, the second dog, or the second dog’s owner). Direct the students to act out the story, saying what they think their characters would say in each scene. You might want to guide students in acting out the story with these parts:

Scene 1: Daisy gets the red ball.

Scene 2: Daisy goes to the park with the ball.

Scene 3: The second dog pops the ball.

Scene 4: Daisy misses her ball.

Scene 5: Daisy gets a new ball at the park.

Finally, here are some graphic organizers and writing frames for this story. They were designed to help your youngest readers turn their thinking into writing, but they are useful with older students as well. Just click on the links to download them for free. (If you like these graphic organizers and writing frames, be sure to check out my Smart Charts store on Teachers Pay Teachers or Teachers Notebook.)

Having a ball with this book? Catch this teacher guide provided by Random House:

http://www.randomhouse.com/catalog/teachers_guides/9780375858611.pdf

All the World

2012-04-03T19:11:00.000-07:00

All the World

Liz Garton Scanlon (Author)

Marla Frazee (Illustrator)

Comprehension Strategy:

Synthesizing

Art Modality:

Music

Summary:

All the world is here.

It is there.

It is everywhere.

All the world is right where you are.

Now.

Following a circle of family and friends through the course of a day from morning till night, this book affirms the importance of all things great and small in our world, from the tiniest shell on the beach, to warm family connections, to the widest sunset sky. (Summary from Simon & Schuster.)

Materials:

All the World

Lesson:

Here’s a book to help you welcome spring and celebrate Earth Day. As I recommend this book, I’m sitting on a screened porch, looking at my mother’s garden (“All the world’s a garden bed.”), listening to the birds sing (“Nest, bird, feather, fly. All the world has got its sky.”) and watching my son with his grandparents (“All the world is old and new.”).

Perfect.

“All the world can hold quite still.”

I hope you can find a moment in your busy world to hold still and listen to this book. Just click here for a heartwarming song and view of the book:

To share this book with your class and encourage the thinking work of synthesis, you might want to discuss the book spread by spread. I simply asked, “What is going on here? What do you think it means?” Then I listened and the students listened to each other. When you arrive at the end of the book, ask once more, “Now what does it all mean?” You’ll be amazed at the insight and wisdom that will come out of the mouths of your babes. It’s a simple lesson, but with an effort on listening and thinking, students will have good practice at putting the parts of a text together to make meaning and to find a theme. Since singing together is one sure way to build community, you’ll want to invite the children to sing along with the video for several days. Each day, invite the children to discuss together what they think about the author’s message. How does the illustrator help us find meaning in the poem?

"Hope and peace and love and trust.
All the world is all of us."

Blessings,

Jayne

A world-wide-web of information....

For a simply lovely teacher’s guide, click this cover:

To listen to Marla Frazee talk about her illustrations, click on this scene:

New Friends...and some Chickens...at the Georgia Children's Lit Conference

2012-03-24T16:30:00.001-07:00

ABCs of reading went live today! I presented a session at the annual Conference on Children's Literature at the University of Georgia. We had so much FUN! I told the teachers in the group, "What happens in room E, stays in room E." However my new friend and first-grade teacher gave me permission to post this photo of her acting like a chicken. If you are wondering why, just click the book cover to go to the idea.

Here's another fun teacher...she's a professor of children's literature at Valdosta State. I'm telling you that just to make her students happy. There could be blackmail for good grades involved with this photo.

I think I found a soul sister in "Catherine Drama." Also a special thanks to my "Auburn" buddy who helped me clean up. She provided good company and conversation at the luncheon.

Finally, another presenter shared some great ideas for one of my feature books Yesterday I Had the Blues. You can see her work here: http://yesterdayihadtheblues.weebly.com/ and my original post by clicking the book cover.

Thank you to all the ladies that attended the session today. All names have been removed from the blog to protect the innocent. I know I said "What happens in room E, stays in room E." But I didn't really mean it. I hope you take the ideas and use them with your kids! (Please send pictures.) Have lots of fun using the arts to teach the comprehension strategies.

Happy Teaching!

Jayne

When Sophie Gets Angry—Really, Really Angry

2012-02-22T08:05:00.000-08:00

Title:

When Sophie Gets Angry—Really, Really Angry...

Molly Bang (Author & Illustrator)

Comprehension Strategies:

Inferring, Making Connections

Art Modalities:

Drama, Visual Art

Summary:

It is often difficult for kids to talk about their feelings, especially anger. Bang offers a great opportunity for parents and kids to discuss anger and how Sophie handles it. The situation is typical; Sophie's sister has taken her toy, which makes her very angry. The vivid colors and illustrations likening Sophie to a volcano get the point across. So too does the resolution that Sophie finds, by escaping outdoors to climb her favorite tree. There she calms down and the world becomes a quieter place bathed in soothing green and blue. (Review from Children’s Literature.)

Materials:

When Sophie Gets Angry—Really, Really Angry...

paints and paper

Lesson:

Let’s face it...we all get angry. Sometimes we even get really, really angry. Chances are you’ll know when the time is right to share this book with your class. There are just those days when you and your students are tired and grumpy. Begin by showing your group only the cover. Infer...How is the girl feeling and how do you know? Invite students to make a similar face. Next have students take a closer look at the first spread. How is Sophie feeling now? How can you tell? Uh-oh. Now how is Sophie feeling? Can you use your experience with the picture clues to infer Sophie’s feelings? Show the next spread. Oh, my. Have students closely examine Sophie’s face and the cat. Even the zig-zag lines are a clue. At this point, you might want to remind your readers that inferring means combining your background knowledge and the clues in the book to infer a character’s feelings. Remind them that their own experiences count as background knowledge. Provide time for students to share similar experiences and feelings they may have had in the past.

Read the story aloud. Discuss the ways that Sophie handles her anger. Which are appropriate and which are inappropriate? Be sure to validate a variety of opinions. Finally, invite students to act out the story as you reread. Now doesn’t that feel better?

For younger students...

What Would Sophie Do?

(sung to the tune of “If You’re Happy and You Know It”)

If you’re angry and you know it, kick and scream.

If you’re angry and you know it,

Smash the world to smithereens.

If you’re angry and you know it, kick and scream.

If you’re angry and you know it, give a roar.

If you’re angry and you know it,

Roar “red” more and more.

If you’re angry and you know it, give a roar.

If you’re angry and you know it, run and run.

If you’re angry and you know it,

Don’t stop until you’re done.

If you’re angry and you know it, run and run.

If you’re angry and you know it, cry and cry.

If you’re angry and you know it,

Find a tree and start to climb.

If you’re angry and you know it, cry and cry.

If you’re calm and you know it, climb back down.

If you’re calm and you know it,

Climb back down and walk back home.

If you’re calm and you know it, climb back down.

Art Extension...
On her website, Molly Bang expresses her own feelings about creating the illustrations for the book:

“I made the pictures of gouache, which is a thick, mud-like paint and which feels nice and gucky when painted thickly. It is very satisfying to paint exuberant feelings with gouache. I began the book with bright pinks and purples and chartreuse, turning to reds and oranges when Sophie gets angry, then turning to browns, then blues and greens as she calms down, and then using the full palette when she returns home, "whole" again. It was interesting to notice how angry I felt while I was making the angry pictures, and how much calmer I felt when I was painting with the blues and greens.”

Already heading for the paints? Consider using fingerpaints. Even older kids will enjoy the experience. Another option is the dimensional paint recipe found here: http://familycrafts.about.com/od/paintrecipes/a/dimenpaint.htm

Teachers of older students, Let me express my feelings...CHECK OUT THIS LINK! You’ll find a picture book writing lesson from WritingFix. The lesson focuses on idea development and voice using Molly Bang’s book as the mentor text. There are templates and student samples. More feelings...I ESPECIALLY LOVED the interactive pre-writing buttons.

http://writingfix.com/Picture_Book_Prompts/WhenSophieGetsAngry3.htm

To read more about Molly Bang’s feelings about the book.

http://www.mollybang.com/Pages/sophie.html

The Book with a Hole

2012-01-29T17:06:00.000-08:00

Title: The Book with a Hole

Herve Tullet (Author and Illustrator)

Comprehension Strategy: Questioning

Art Modality: Visual Art

Summary:

There’s a book and there’s a hole. The hole goes right through the middle of the book...

Sometimes the hole is a magnifying glass to look at bugs. Sometimes it is a pool to jump into, a track to race around or a tropical island. Build your own 3D skyscraper, attach a trunk to an elephant or play basketball with a crumpled sheet of paper...

There’s no limit to the games you can play or the fun you can have...Just don’t fall into the hole!

Packed full with zany drawings and even zanier ideas by best-selling author Herve Tullet, The Book with a Hole is endlessly inventive and bound to enchant children of all ages. (Summary from the book.)

Materials:

The Book with a Hole

art paper

markers or crayons

Lesson:

It’s my birthday today. So my sweet family took me to the HIGH Museum of Art in Atlanta to see the “Picasso to Warhol” exhibit. Did I leave the museum without visiting the gift shop? Nooooo. Did I leave the gift shop without looking at the children’s books? Noooooo. And did I leave the gift shop without the purchase of a children’s book? Nooooooo.

Chances are you work hard to help your readers interact with a text. With this book, that goal just got a “hole” lot easier. Just look at this spread from inside with the question, “What are you going to cook?”

I don’t even have to suggest the ideas to go with this book...I’ll just hand them to you on a platter.

If you are teaching questioning, simply open up the book and let the children answer the questions or ask new ones. Of course, you’ll want to follow up with some drawing and creative writing. Now there’s a book with a “hole” lot of possibilites! Enjoy...my dog did!

Another book you’ll want to find by Herve Tullet...

Dancing Feet!

2012-01-13T14:12:00.000-08:00

Title: Dancing Feet

Lindsey Craig (Author)

Marc Brown (Illustrator)

Comprehension Strategy: Questioning

Art Modality: Creative Movement

Summary:

“Clickity! Clickety! Long green feet! Who is dancing that clickity beat? Lizard is dancing on clickity feet.” Introducing a get-up-and-dance book—so catchy and rhythmic, you’ll almost want to sing it. Lindsey Craig’s rollicking text features funny sound words (Tippity! Creepity! Stompity! Thumpity!), a singsong beat, and a guessing element just easy enough for little ones to anticipate. Marc Brown’s artwork is bright, textured, and joyful, a collage of simple shapes for kids to find and name. So grab a partner and tap your feet to this read-aloud picture-book treat. (Summary from book.)

Materials:

Dancing Feet

Lesson:

Want to get your little ones off on the right foot when it comes to thinking about reading? Read aloud this picture book to introduce questioning to beginning readers. Pause after you read the question for each animal. (“Who is dancing that tippity beat?”) Invite youngsters to look at the animal’s footprints and isolated body parts to predict which animal will be shown on the next page. After thinking about the answer to each question, turn the page and explore one of the movement suggestions below.

animals	movement suggestions
ladybugs	Balance on one foot; then tap feet. (tippity)
elephant	Stomp. (stompity)
ducks	Waddle. (slappity)
caterpillar	Tiptoe. (creepity)
bear	Jump with both feet. (thumpity)
lizard	Tap feet. (clickity)

When youngsters are familiar with the rhythm of the text and movements, vary your speed to help develop their body control and listening skills.

Idea Contributors:

Get up on your feet to show your appreciation for the contributors of this movement lesson—Maria Hanley and Kerry Aradhya. To see more of their great ideas for combining picture books with creative movement, just hop over to their blogs!

http://kerryaradhya.blogspot.com

http://mariasmovers.com

Martin's Big Words: The Life of Dr. Martin Luther King, Jr.

2012-01-04T11:33:00.000-08:00

Title:

Martin’s Big Words: The Life of Dr. Martin Luther King, Jr.

Doreen Rappaport (Author)

Bryan Collier (Illustrator)

Comprehension Strategy:

Determining Importance

Art Modality:

Poetry

Summary:

To tell the story of this great American hero’s life and times, Doreen Rappaport weaves her words and the “big words” of Dr. Martin Luther King, Jr. into a captivating, emotional narrative. Illustrated by acclaimed artist Bryan Collier with stunning, shimmering collage art, Martin’s Big Words is an unforgettable portrait of a man whose dream changed America, and the world, forever. (Summary from the book.)

Materials:

Martin’s Big Words: The Life of Dr. Martin Luther King, Jr.

chart paper

marker

class supply of class-created word list

construction paper

glue

scissors

Lesson:

Chances are you’ve spent the last few days thinking about the year gone by and determining what was most important. Focusing on significant events from the past, just might help you better understand the future. It turns out that “determining importance” is a skill useful in life and in reading.

Explain to your group that good readers are able to decide which words in a sentence or in a passage carry the most meaning. Direct the students to listen to the biography Martin’s Big Words to discover the most important words. After reading, ask students which words they thought were necessary to determine what was most important in the story. List the words on a chart. Then reread the book, stopping on each page to add to your list those words your students think are the most important. Explain that the author made her choice of Dr. King’s most important words to use in the book.

To prepare for a poetry extension, type the words from the chart so that the words are fairly large and on one or two sheets of paper. For younger students, you may wish to put the words in dashed-lined boxes to create cutting guides. Duplicate a class supply of the pages. Provide each child with a set of the words to cut apart. Have him arrange his choice of the words onto construction paper to create a work of “found poetry.” After he has glued the words to the paper, invite him to share his poem with classmates. Display the poems along with a copy of the cover of the book or a picture of Martin Luther King, Jr.

New Year...New Venture

2012-01-01T20:21:00.000-08:00

In 2011, I gave blogging a try. Now...I'm addicted. What fun it has been to meet so many of you talented and gifted teachers!
So what's the new challenge for 2012? I'm giving the Teachers Pay Teachers gig a try. I'm keeping my focus on reading and the arts right here at ABCs of Reading. For my TPT products I'm focusing on Thinking Maps for the primary grades. I'd love for you to check out my first item. And as always, I truly value feedback from all my teacher friends out there. Thanks!
Happy New Year and Happy Reading,
Jayne

Still Can't Sleep....Need More Sheep!

2011-12-28T19:39:00.000-08:00

If you liked the drama idea posted for this book...

Then you'll want to jump over to this blog for a writing idea...

http://gradeonederful.blogspot.com

Thanks for sharing, Barbara!

Blog-Anniversary Winner!

2011-12-23T07:20:00.000-08:00

I went to the random number generator...and the winner is...Number 3: elizabethanne! Please send me your address so you can get your autographed copy of Can't Sleep Without Sheep.

jaynestamp@cox.net

Book-loving friends,

Please come back at the beginning of the year for new ideas that use the arts to teach the comprehension strategies. Have a suggestion for a book? Send it! Have a great activity idea? Send it!

Happy Holidays and Happy Reading!

Jayne

Happy Blog Anniversary!

2011-12-18T05:54:00.000-08:00

I started a blog

’cause I read lots of books.

Over the year,

you’ve taken lots of looks.

So here is a gift from me to you,

To say thanks for reading,

I’m honored, it’s true!

Just follow my blog,

tell me you took a look...

One lucky friend

will get a free book.

Dear Friends,

Thank you for reading the blog I started one year ago today. Susanna Leonard Hill is helping me celebrate by graciously giving away an autographed copy of her book Can’t Sleep Without Sheep. You are invited to the party...I’d love for you follow my blog. A lucky winner will be chosen from the friends that leave me a “blog-iversary” comment. THANKS!

Can't Sleep Without Sheep

2011-12-17T08:39:00.000-08:00

Title: Can’t Sleep Without Sheep

Susanna Leonard Hill (Author)

Mike Wohnoutka (Illustrator)

Classroom Guides by Shannon Morgan

Comprehension Strategies:
Visualizing, Making Connections

Art Modality: Drama

Summary:
Whenever Ava can’t sleep, she counts sheep. But Ava takes so long to fall asleep, it’s the sheep who are getting tired—until they finally quit! The sheep promise to find a replacement Ava can count on, but it might not be as easy as they think...

In this hilarious take on a familiar bedtime ritual, readers will be charmed by Ava and her fluffy friends. (Summary from book.)

Materials:

Can’t Sleep Without Sheep

Lesson:

Here’s a dreamy way to help your students practice visualizing. Begin the lesson by asking students to describe their own sleep dilemmas and solutions. The main character in the story, Ava, counts sheep. Ask your students to consider this question: What if the sheep got tired of being counted?

Next, read the story aloud, but without sharing the illustrations. Encourage students to visualize each of the animals that the sheep enlist to help Ava fall asleep. Read the story again, this time showing the pictures.

You can count on this dramatic follow-up to awaken your students visualizing skills. For each of the animals in the story, have students consider:

*Is this animal big or small?

*What shape is it?

*Does it have legs? How many?

*How quickly or slowly does it move?

*What sounds does it make?

To dramatize the story, choose a volunteer to be Ava. Invite students to choose an animal to portray from the following choices: sheep, horse, chicken, pig, cow, penguin, hippo, buffalo, flamingo, armadillo or beaver. Line up your cast of characters and reread the story, stopping to assist with dialogue and movement. Get ready for the stampede!

You won’t get tired of this book any time soon, so head over to Susanna Leonard Hill’s website for activities to help you integrate the book into language arts, math, science, social studies, art and drama curricula. The activities are linked to the common core standards.

http://www.susannahill.com/cantsleepwithoutsheep.html

Don’t quit yet! Here’s the trailer...

http://youtu.be/_5rTzSjGqT4

Over the River: A Turkey's Tale

2011-11-13T16:29:00.000-08:00

Title: Over the River: A Turkey's Tale

Derek Anderson (Illustrator)

based on the song by Lydia Maria Child

Comprehension Strategies: Visualizing, Inferring

Art Modality: Music

Summary:

Over the River Mama, Papa, and Baby Turkey embark for their vegetarian Thanksgiving feast. But when a hungry boy and his dog start sniffing around, the turkeys have got to think fast before they become the main course! Readers of all ages will be wondering who's going to gobble up whom until the dessert finale. (Summary from www.derekanderson.net.)

Materials:

Over the River: A Turkey's Tale

Lesson:

Thanksgiving is coming up on us like a hound dog on a turkey! Here's a quick side dish for your reading lessons this week. I saw this book at my local big-book-store chain last night. I "gobbled" it up, and thought you might like it, too. The recipe is quick and simple. Just cover the outside of the book. Read or sing the words; then have students discuss, draw or write what they visualized. Reread or resing the story. This time invite students to carefully view the illustrations to discover the story of the turkey family on the way to their feast. Can your students infer how the turkeys are feeling along the way? Now it's time for all your little turkeys to sing along.

Over the river and through the woods, off to the bookstore you go!

For more information about the illustrator:

http://www.derekanderson.net

Farmyard Beat

2011-10-25T19:25:00.000-07:00

Title: Farmyard Beat

Lindsey Craig (Author)

Marc Brown (Illustrator)

Comprehension Strategy: Making Connections

Art Modality: Music

Summary:

“Chicks can’t sleep. Chicks can’t sleep. Chicks can’t sleep ’cause they got that beat!” The sounds of the farm animals create a lively beat that keeps Farmer Sue, the chicks, sheep, and other farm animals awake. (Summary from book.)

Materials:

Farmyard Beat

rhythm instruments

Lesson:

Peep! Peep! Peep-peep-peep! Early childhood teachers...Your little chicks might not be “reading” yet, but they are sure to get the beat of books with this fun farmyard chant. Here’s a reading lesson that will have your pre-readers making connections, predicting and making music. First, drag the box of rhythm instruments out of the back of your school’s supply closet. Kindergarten teachers, beg your music teacher to loan you a set. Next, have your kids help you match up the instruments you have with the animals in the story so each animal is represented by one instrument.

Here are some ideas:

animal	sound it makes	possible instrument
chick	Peep! Peep! Peep-peep-peep!	triangle
sheep	TAT! TAT! Tattity-tat-tat!	rhythm sticks or drum
cat	Puuuurrrr! Mee-ooow!	tambourine
cow	SWISH! CLANK! Swish-swish! Clank!	cymbals
dog	Woof! How-WOOOOO!	sound tube
owl	WHOOO?	sounder or whistle

When your students are familiar with the rhythm and sequence of the text, have them join in by playing the appropriate instrument as each animal gets the beat. Pretty soon your class will be like the farmyard...you’ll all “fall in heap! Asleep!” Naptime!

There Was An Old Monster

2011-10-10T17:50:00.000-07:00

Click here to buy the book!

Title: There Was An Old Monster

Rebecca Emberley (Author)

Ed Emberley (Illustrator)

Reading Skill: Sequencing

Art Modality: Music/Visual Art

Summary:

In this variation on the traditional cumulative rhyme, a monster swallows ants, a lizard, a bat, and other creatures to try to cure a stomachache that began when he swallowed a tick. (Summary from book.)

Materials:

There Was An Old Monster

small, empty boxes (recycle food boxes)

school glue or Mod Podge

colorful paper scraps

paintbrushes

Lesson:

Fellow teachers of boys and ghouls....usually I try to give you a teaching idea first and follow with some internet links. However, pleeeaase click this link NOW and get ready to scritchy-scratch with a free audio of There Was An Old Monster.

www.scholastic.com/oldmonster

Isn’t that just pure inspiration? Not only will your little ones want to read along, they’ll want to scritcy-scratch along, too! These collage-style shakers—inspired by Emberley’s colorful illustrations—are sure to do the trick. For each child, pour a small amount of rice into an empty food box. Seal the lid with masking tape. To complete his instrument, a child cuts or tears colorful paper into shapes. He then uses a paintbrush and slightly watered-down glue to adhere the scraps to the box. (Older students might want to make their boxes look like monsters. Younger students may prefer abstract designs.) When the child is happy with the designs on the box, he paints a final layer of glue over it. When the shakers are dry, play the audio and sing and shake along!

If You're A Monster and you Know It

2011-09-30T15:43:00.000-07:00

Title: If You’re a Monster and You Know It

Rebecca Emberley (Author)

Rebecca Emberley and Ed Emberley (Illustrators)

Comprehension Strategy: Visualizing (Sensory Images)

Art Modalities: Music and Movement

Summary:

Children will stomp their paws, twitch their tails, snort and growl, and wiggle and wriggle along with this bright and bold twist on "If You're Happy and You Know It." Rebecca Emberley has written a rollicking text, which she has illustrated in collaboration with her father, Caldecott Medalist Ed Emberley. (Summary from Scholastic.)

Materials:

If You’re a Monster and You Know It

rhythm instruments

Lesson:

We know that visualizing is creating mental images while we read, right? In chapter nine of Strategies that Work, the authors encourage readers to create mental images that go beyond visualizing to include responses like “I see, I hear, I feel, I smell and I taste.” To better imagine this lesson, first listen to this fun audio of If You’re a Monster and You Know It.

www.scholastic.com/ifyoureamonsterandyouknowit

Next, go make friends with your school’s music teacher and ask her if you can borrow a box of rhythm instruments for your reading lesson. (Pick her up off the floor when you leave.)

Reread this story over several days to give your students multiple opportunities to sing and move along. Ask your group to help you list the actions in the song:

*snort and growl

*smack your claws

*stomp your paws

*twitch your tail

*wiggle your warts

*give a roar

Next invite children to explore the different sounds that the instruments make. Ask questions like, “Which of the instruments makes a sound like snorting and growling? Which instrument’s sound would remind you of smacking your claws? Which instrument’s sound could represent stomping your paws?” Give volunteers an opportunity to match each action with an instrument. As you sing along, pause to play the instrument with the actions. Can you visualize this lesson? Can you hear the fun? Can you feel the beat? Great. If you’re happy and you know it, buy this book!

Let's Do Nothing!

2011-09-18T07:00:00.000-07:00

Title: Let’s Do Nothing!

Tony Fucile (Author and Illustrator)

Comprehension Strategy: Inferring, Predicting

Art Modality: Drama

Summary:

Frankie and Sal have already played every sport and board game invented, baked and eaten batches of cookies, and painted a zillion pictures. What’s left to do? Nothing! Ten seconds of nothing! Can they do it? Can they act like stone statues in the park? Can they simply hold their breath and not blink an eye? With a wink to the reader, and a command of visual humor, feature film animator Tony Fucile demonstrates the Zen-like art of doing nothing...oops! Couldn’t do it! Don’t move! A master of animation explores the elusive art of doing nothing in this comical tale of two very active imaginations. (Summary from Candlewick Press.)

Materials: Let’s Do Nothing!

Reading Lesson:

Just because a book doesn’t have a lot of words, doesn’t mean there’s nothing to think—and talk—about! And in the case of this book, just because it doesn’t have a lot words, doesn’t mean there’s nothing to imagine and act out.

Read aloud the beginning of the book to introduce your group to Sal and Frankie, two boys who’ve done everything. As soon as Sal feels the need to coach Frankie on how to do nothing, you’ll have your first chance to encourage predicting. Show the class the illustration of the boys pretending to be statues. Encourage the class to notice the pigeons and to use their prior knowledge about what birds do (or doo doo) to predict what will happen next. Show the class the illustrations of Frankie pretending to be a statue and discuss their inferences about how Frankie is feeling and why. What will he do next?

As Sal continues to coach Frankie on how to do nothing, you’ll have your second chance to encourage predicting. Show the class the illustration of the boys pretending to be trees. Encourage the class to notice the puppy and to use their prior knowledge about what puppies do to trees to predict what will happen next. Show the class the illustrations of Frankie pretending to be a tree and discuss their inferences about how Frankie is feeling and why. What will he do next?

Yep, you’re right! As Sal continues to coach Frankie on how to do nothing, you’ll have your third chance to encourage predicting. Show the class the illustration of the boys pretending to be skyscrapers.

Now since your students might not have prior knowledge about King Kong, you might have to help them predict what the hairy paw reaching up the building might lead to. Then show the class the illustrations of Frankie pretending to be the Empire State Building and discuss their inferences about how Frankie is feeling and why. What will he do next?

NOTHING will stop your students from practicing inferring when you arrive at the illustration of Sal grabbing Frankie in frustration. You’ll want to give students plenty of time to complete this sentence: “I think Sal is feeling ____________________ because ________________.

Perhaps your students will figure out the same thing about reading that Sal and Frankie discovered about people...There’s NO WAY to do nothing. As proficient readers, we already know “We can never do nothing!” Sal asked Frankie, and you should ask your kids, “You know what we have to do now, don’tch?” I hope they answer like Sal, “Let’s do something!” Now you’ve got the perfect chance to make a class chart of the “somethings” (thinking) you can do while your read! After all, there’s no way to do nothing.

Drama Follow-up

Invite your students to pretend to be statues. Encourage them to use their imaginations for ten seconds (or longer!) Now invite them to share about what happened. Pigeon visits? Bad weather? Naughty children?

Next invite students to pretend to be trees. Encourage them to use their imaginations for ten seconds (or longer!). Now invite them to share about what happened. Puppy presents? Woodpeckers? Busy bees?

Keep up the drama. Invite students to pretend to be buildings. Encourage them to use their imaginations for ten seconds (or longer!). Now invite them to share about what happened. King Kong? Window washers? Lightning strikes?

Continue with students’ suggestions of things to pretend to be to help do nothing for ten seconds. I feel some journaling on the way after all this acting!

Something About the Author

Want to find out more about Tony Fucile, the author and illustrator? Here’s something you can do! Check out this link: http://www.candlewick.com/book_files/0763634409.art.1.pdf

Take the Nothing Challenge

Learn more about the power of doing nothing with the “Non-Activity Kit.”

http://www.candlewick.com/book_files/0763634409.kit.1.pd

Watch the Book Trailer

http://youtu.be/M8FHCiG-_PM

She'll Be Coming 'Round the Mountain

2011-08-26T18:45:00.000-07:00

Title: She’ll Be Coming ‘Round the Mountain

Jonathan Emmett (Author)

Deborah Allwright (Illustrator)

Comprehension Strategy: Visualizing

Art Modality: Movement/Music

Summary:

Forget everything you know about who’s comin’ ’round that mountain! This pink-pajama-wearing, jelly-jar-juggling, rooftop-dancing cowgirl is sure to charm the spurs off any rancher, and tickle the funny bone of the most ornery varmit. This classic song has brand-new verses and enough “tee-hees,” “toot-toots,” and “squish-splats” to keep kids singin’, shoutin’, and reading again and again. (Summary from book.)

Materials:

She’ll Be Coming ‘Round the Mountain

copier

card stock

Lesson:

Yee-haw, y’all! This book has a built-in in music and movement motivator. Just check out the back pages; then gallop over to a color copier to enlarge and copy the movement cards. Why? Well let’s just whoa-back to the beginning of the lesson.

Begin by reading...er, make that singing aloud each verse of the song. Encourage students to visualize the details of each verse before showing them the illustrations. Your students will get some great practice creating images in their minds as you sing about the cowgirl wearing pink pajamas and juggling jelly.

Next use the movement cards you created to encourage students to move and sing along. After several group rounds, you might want to divide the class into eight groups to represent the eight verses. Time to round up some reading fun!

Take a listen to the audio version of the book:

http://www.theaudiobookstore.com/jonathan-emmett/shell-be-coming-round_bkegmt000010.aspx

Find out more about the author at his website:

http://www.scribblestreet.co.uk/

Pete the Cat: Rocking in my School Shoes

2011-08-13T07:13:00.000-07:00

Title: Pete the Cat: Rocking in My School Shoes

Eric Litwin (Author)

James Dean (Illustrator)
Amazon Link: Pete the Cat: Rocking in My School Shoes

Comprehension Strategy:
Making Connections (Using prior knowledge, activating schema, text-to-self connections)

Art Modality: Music and Movement

Summary:

Pete the Cat is back—and this time he’s rocking in his school shoes. Pete discovers the library, the lunchroom, the playground, and lots of other cool places at school. And no matter where he goes, Pete never stops moving and grooving and singing his song . . . because it’s all good. (Summary from HarperCollins Childrens Books.)

Materials:

Pete the Cat: Rocking in My School Shoes

Red high-top shoes (Optional but totally desirable)

Lesson:

I’m back in school and I’m blogging in my school shoes! The first step in this groovy lesson is to download the free song and listen to it.

http://www.harpercollinschildrens.com/feature/petethecat/

You’re dancing and singing already aren’t you?! But wait, it gets better. The next step is to watch the video:

http://www.youtube.com/harperkids#p/u/7/QNAeRy6jS7c

The third step is to order the book, silly!
Amazon Link: http://www.amazon.com/Pete-Cat-Rocking-School-Shoes/dp/0061910244

Read aloud the book to your class. (I put my copy under the document camera while we listened to the song.) When your students are familiar with the words, create your own class book or powerpoint that will focus on verbs ending in -ing. To begin, create a class list of things kids can do in their school shoes. For example, “I’m counting in my school shoes.” Next take a picture of each child performing an action in his school shoes. Combine the pictures in a class book or powerpoint along with the simple, repetitive text. Finally, invite the class to read and sing along.

It’s all good.

Pete the Cat has a unique story. Find out more here:

http://www.petethecat.com/

For more groovy music, visit Mr. Eric at Eric Litwin’s website:
http://www.ericlitwin.com/

I’m off to find some red high-top sneakers. Let me know if you find any. “I’m shopping in my school shoes...”

Summer Reading

2011-06-20T09:03:00.000-07:00

Postponing Posts...
Once upon a time, in a galaxy far, far away...I worked in publishing. One phrase I really believed in was "teacher-tested." So when I was struck with the idea to start my own blog (having been inspired by the wonderful teacher blogs I follow), I decided I would stick with "teacher-tested" as a posting rule. As YOU well know, school is out for the summer! ( I hear you cheering!) That means I can't try out any of my ideas on the young 'uns. I'll post new ideas this fall. Until then...here's what I'll be doing:
* Reading LOTS and LOTS of kids books and looking for ways to integrate the arts into teaching reading.
* Following LOTS and LOTS of teacher blogs. I have found so many amazing teachers out there with fabulously creative blogs. I've also made some new teacher friends. You have inspired me to...
* Spruce up my blog. I'm learning HTML. Yes, you can teach an old dog new tricks.
*Reading more books about teaching and learning. Thanks to the teachers who have posted their favorite professional books.

Until August, take a look and listen to these...
Here are three wonderful books with lyrical language. These books are begging to be sung, danced with and dramatized. You can order them by clicking on the Barefoot Books link over on the right. You're sure to enjoy the videos as well! They make for some super shared reading to increase fluency.
Happy summer, friends! Jayne

Up, Up, Up!
Susan Reed (Author), Rachel Oldfield (Illustrator)

This airborne adventure takes readers ballooning over lands near and far, all the way to the stars. The charming singalong song on the accompanying CD keeps spirits high, while the rhyming and playful text introduces all sorts of settings and vocabulary-building words. (Summary from Barefoot Books.)

Sing along as you watch the video:
Up, Up, Up! video link

Over in the Meadow

Susan Reed (Singer), Jill McDonald (Illustrator)

Susan Reed's catchy adaptation of this traditional English song explores all kinds of creatures who live over in the meadow. With notes on meadows and the furry mice, bumpy toads and other wildlife in the story. (Summary from Barefoot Books.)

Sing along as you watch the video:
Over in the Meadow video link

The Animal Boogie

Susan Reed ((Author and Illustrator)

Can you boogie? Down in the Indian jungle, the children and animals are learning about actions like leaping, stomping, shaking and flapping while meeting different jungle creatures. (Summary from Barefoot Books.)

Dance along as you watch the video:

The Animal Boogie video link