A House for Hermit Crab by Eric Carle - Amazon Web Services
EAST MEADOW PUBLIC SCHOOLS
WESTBURY, NEW YORK
CURRICULUM AREA PROJECT
AUTHOR STUDIES IN KINDERGARTEN
CAP writing staff:
Cristina O’Donnell, Kindergarten Teacher
Anna Trolio, Kindergarten Teacher
Jennie Re, Reading Teacher
2009-2010
Board of Education
Brian O’Flaherty, President
Abby Rothschild-Kaplan, Vice President
Steven Jacobs
Joseph Parisi
Marcee Rubinstein
Walter Skinner
Administration
Louis R. DeAngelo, Superintendent of Schools
Lynne Manourvrier, Asst. Superintendent for Curriculum and Instruction
Robert Gorman, Asst. Superintendent for Business and Finance
Anthony Russo, Administrative Assistant for Human Resources
Patrick Pizzo, Director of School Facilities and Operations
Mary Ann O’Brien, Assistant Business Administrator
Table of Contents
Abstract 3
Rationale 4
English Language Arts Standards 5
Eric Carle 6-14
A House for Hermit Crab
Pancakes, Pancakes!
The Very Hungry Caterpillar
The Grouchy Ladybug
Jan Brett 15-25
The Mitten
The Hat
The Gingerbread Man retold by Brenda Parkes and Judith Smith
Jan Brett
The Gingerbread Baby
The Gingerbread Man
retold by Brenda Parkes and Judith Smith
Goldilocks and the Three Bears
Kevin Henkes 26-43
Sheila Rae the Brave
Chrysanthemum
Owen
The Biggest Boy
Lilly’s Purple Plastic Purse
A Good Day
Old Bear
Leo Lionni 44-60
Honey, Honey Lion!
Inch by Inch
Frederick
A Color of His Own
Cornelius
Swimmy
Little Blue and little Yellow
Margaret Wise Brown 61-70
Goodnight Moon
The Important Book
The Runaway Bunny
Robert Munsch 71-83
Purple Green and Yellow
Stephanie’s Ponytail
Thomas’ Snowsuit
Pigs
Tomie dePaola 84-92
Strega Nona
Strega Nona Her Story
Strega Nona Takes a Vacation
Strega Nona Meets Her Match
Strega Nona’s Magic Lessons
William Steig 93-105
Amos and Boris
Dr. DeSoto
Sylvester and the Magic Pebble
Shrek
Reading Teacher Article Abstract 106
Bibliography 107-108
ABSTRACT
This project gives kindergarten students various opportunities to practice the strategies, skills and activities associated with Best Practices in Balanced Literacy instruction.
Activities will require student’s response in the forms of reading, writing, listening, speaking and artistic expression.
The following comprehension strategies and skills are included:
Characters
character traits
character analysis
Setting
describing the setting
noticing changes in setting
Imagery
visualization
vocabulary
Prediction
picture clues
context clues
background knowledge
Making Inferences
drawing conclusions
answering questions
Questioning
interacting with text/wondering
Text Structure
sequence of events
problem/solution
compare/contrast
Text Connections
text-to-self
text-to-text
text-to-world
RATIONALE
The purpose of this project was to create author studies for use in kindergarten. Our goals are as follows:
• to introduce authors and illustrators as people who continue to develop and explore their craft and subject matter.
• to encourage students to recognize and appreciate the style of a particular author or illustrator.
• to develop critical reading, viewing, listening, and thinking skills as selections are examined and characteristics are recognized.
• to introduce students to the process of writing.
• to provide a sense of importance or direction for students' writings and illustrations.
• to increase students' awareness of their potential as writers and illustrators.
English Language Arts Learning Standards
Standard 1 Language for Information and Understanding
Students will read, write, listen, and speak for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.
Standard 2 Language for Literary Response and Expression
Students will read, write, listen, and speak for literary response and expression.
Students will read and listen to oral, written and electronically produced texts and performances, relate texts and performances to their own lives, and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language for self-expression and artistic creation.
Standard 3 Language for Critical Analysis and Evaluation
Students will read, write, listen, and speak for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.
Standard 4 Language for Social Interaction
Students will read, write, listen, and speak for social interaction. Students will use oral and written language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.
A House for Hermit Crab by Eric Carle
Name ___________________
Good readers think about the story sequence. Please write the story sequence below.
In the beginning of the story Hermit Crab needed a ________________ ___________________________.
In the middle of the story Hermit Crab was _____________________
_______________________________________________________.
At the end of the story Hermit Crab ___________________________
___________________________.
A House for Hermit Crab by Eric Carle
Name _______________________
Good readers think about the problem and solution in the story.
In the story Hermit Crab’s problem was that he________________
_______________________________________________________.
The solution was that _________
____________________________.
Draw a picture Hermit Crab’s decorated shell.
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A House for Hermit Crab by Eric Carle
Name ________________________
Good readers think about the characters and setting of the story.
Draw a picture of the characters in the story. Label them on your picture. Be sure to include the setting.
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Pancakes, Pancakes! by Eric Carle
Name _______________________
Good readers think about the sequence of the story.
In the beginning of the story Jack woke up and decided that he wanted ___________________________
___________________________
__________________________.
In the middle of the story Jack
___________________________________________________________________________________.
At the end of the story Jack ___________________________
___________________________.
Pancakes, Pancakes! by Eric Carle
Name _______________________
Good readers think about the problem, solution and setting of the story.
In the story Jack’s problem was that
_______________________________________________________.
The solution to the problem was
____________________________.
Draw a picture showing the setting.
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The Very Hungry Caterpillar by Eric Carle
Name _______________________
Good readers think about the problem and solution in the story.
The problem in the story was that the caterpillar was hungry. He ate too much! List some of the things that he ate.
The caterpillar ate:
___________ __________
___________ __________
___________ __________
___________ __________
After he ate all of those foods he felt ________.
At the end of the story the solution was that the caterpillar _________
___________________________.
The Very Hungry Caterpillar by Eric Carle
Name _______________________
Good readers think about the story. Label some of the fruits that the caterpillar ate.
[pic] ____________________
____________________
____________________
____________________
____________________
The Grouchy Ladybug by Eric Carle
Name _______________________
Good readers think about the problem and solution of the story.
The problem in the story was that ____________________________
_______________________________________________________.
The solution was that ___________ ____________________________
____________________________.
Draw a picture from the story.
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The Grouchy Ladybug by Eric Carle
Name _______________________
Good readers think about the sequence of the story.
In the beginning of the story ______
________________________________________________________.
In the middle of the story the grouchy ladybug ________________ ________________________________________________________.
At the end of the story __________
___________________________________________________________________________________.
The Mitten by Jan Brett
Name______________
Good readers make text-to-self connections to the stories they read.
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In the winter I like to _________
________________________________________________________.
The Mitten by Jan Brett
Name______________
Good readers predict what is going to happen at the end of a story. After reading half of the book, predict what will happen at the end.
I predict that _________________
________________________________________________________.
------------------------------------------
At the end of the story __________
____________________________________________________________________________________.
The Mitten by Jan Brett
Name______________
Good readers discuss cause and effect. What might Baba be thinking in the last picture?
Please draw and write about it below.
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I think Baba is thinking __________
________________________________________________________.
The Hat by Jan Brett
The Mitten by Jan Brett
Name _______________
Good readers make text-to-text connections.
What is the same about Jan Brett’s books The Hat and The Mitten?
Both books have ______________
________________________________________________________.
They are different because:
The Hat has _________________
____________________________.
The Mitten has ________________
___________________________.
The Gingerbread Man retold by Brenda Parkes and Judith Smith
Name _________________
Good readers think about the story sequence. Please write the story sequence below.
In the beginning of the story the Gingerbread Man _____________
________________________________________________________
In the middle of the story the Gingerbread Man ______________
_______________________________________________________.
At the end of the story __________ ________________________________________________________.
The Gingerbread Baby by Jan Brett
Name ___________________
Good readers think about the story sequence. Please write the story sequence below.
In the beginning of the story the Gingerbread Baby _____________
________________________________________________________
In the middle of the story the Gingerbread Baby was __________
_______________________________________________________.
At the end of the story __________ ________________________________________________________.
The Gingerbread Man retold by Brenda Parkes and Judith Smith
The Gingerbread Baby by Jan Brett
Name _______________
Good readers make text-to-text connections.
What is the same about Jan Brett’s books The Gingerbread Baby and The Gingerbread Man?
The books both have_____________
________________________________________________________.
They are different because:
The Gingerbread Man has ________
____________________________.
The Gingerbread Baby has _______
___________________________.
The Gingerbread Baby by Jan Brett
Name______________
Good readers predict what is going to happen at the end of story.
How do you think Mattie will catch the Gingerbread Baby?
I predict that _________________
________________________________________________________.
------------------------------------------
At the end of the story __________
____________________________________________________________________________________.
Goldilocks and the Three Bears by Jan Brett
Name______________
Good readers pay attention to the main character.
Describe three things that you know about Goldilocks.
Three things that I know about Goldilocks are :
1. __________________________.
2. __________________________.
3.__________________________.
Draw a picture of Goldilocks below.
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Goldilocks and the Three Bears
retold by Jan Brett
Name______________
Good readers think about the main characters in the story.
Draw a picture and write about the characters in the story below.
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|__________________ |__________________ |
|__________________ |__________________ |
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|__________________ |__________________ |
|__________________ |__________________ |
Goldilocks and the Three Bears
retold by Jan Brett
Name ___________________
Good readers think about the story sequence. Please write the story sequence below.
In the beginning of the story the three bears___________________
________________________________________________________
In the middle of the story Goldilocks
_______________________________________________________.
At the end of the story the three bears came home and ____________ ________________________________________________
Sheila Rae the Brave by Kevin Henkes
Name______________
Good readers make text-to-self connections to the stories they read. Sheila Rae was a brave girl. But there was a time when she was not. Was there ever a time when you were afraid? Please write and illustrate it below.
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Once I was afraid of ___________________
_______________________________________________________________________________________________________________.
Sheila Rae the Brave by Kevin Henkes
Name _________________
Good readers think about the story. Write and illustrate three things Sheila Rae did to show that she was brave.
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1. Sheila Rae ___________________
___________________________.
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2. Sheila Rae ___________________
___________________________.
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3. Sheila Rae ___________________
___________________________.
Sheila Rae the Brave by Kevin Henkes
Name ___________________
Good readers think about the story sequence. Please write the story sequence below.
In the beginning of the story Sheila Rae ________________________
___________________________
__________________________.
In the middle of the story Sheila Rae was ________________________
_______________________________________________________.
At the end of the story Louise
_______________________________________________________________________________________________________________.
Chrysanthemum by Kevin Henkes
Name______________
Good readers make text-to-self connections to the stories they read. Chrysanthemum was sad because someone made fun of her name. Has anyone ever made fun of you?
Please write and illustrate below.
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Once someone made fun of me by
_______________________________________________________________________________________________________________ .
Chrysanthemum by Kevin Henkes
Name______________
Good readers think about the story sequence. Please write the story sequence below.
In the beginning of the story Chrysanthemum didn’t want to go to school because________________
___________________________
__________________________.
In the middle of the story _______
___________________________
__________________________.
At the end of the story the children all _________________________
_______________________________________________________.
Chrysanthemum by Kevin Henkes
Name______________
Draw a picture of the “new” you.
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If you were to choose another name for yourself, what would it be?
If I were going to change my name, I would change it to ___________.
I would change it to ___________ because _____________________
________________________________________________________.
Owen by Kevin Henkes
Name ____________
Good readers make text-to-self connections.
Think! What do you sleep with at night? Draw a picture of it.
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1. I sleep with my ____________.
2. It is special to me because
____________________________________________________.
Owen by Kevin Henkes
Name ________________
Good readers make text-to-world connections.
Draw a picture of your neighbor.
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This is my neighbor _______________.
Three things I can tell you about him/her are:
(circle one)
1. ________________________________.
2. ________________________________.
3. ________________________________.
The Biggest Boy by Kevin Henkes
Name ____________________
Good readers think about the characters and setting of the story.
Please list the characters below.
__________ __________
__________ __________
Draw a picture showing one of the things Billy did in the story. Be sure to include the setting.
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I liked when Billy_______________ ____________________________.
The Biggest Boy by Kevin Henkes
Name ____________________
Good readers make text-to-self connections. Think about a time that you felt “big”. Draw and write about it below.
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I felt “big” when I _____________
________________________________________________________.
Lilly’s Purple Plastic Purse by Kevin Henkes
Name __________________
Good readers make text-to-self connections.
Draw a picture and write about what you want to be when you grow up.
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When I grow up I want to be a __________.
I want to be a ______________ because ___________________
_________________________.
Lilly’s Purple Plastic Purse by Kevin Henkes
Name _______________________
Good readers think about the problem and solution in the story.
In the story Lilly’s problem was that
___________________________________________________________________________________.
The solution was _______________
____________________________________________________________________________________.
Lilly’s Purple Plastic Purse by Kevin Henkes
Name _____________________
Good readers think about the story sequence. Please write the story sequence below.
In the beginning of the story Lilly loved school because ____________
____________________________
____________________________.
In the middle of the story ________
____________________________
________________________________________________________.
At the end of the story Lilly ____________________________
________________________________________________________.
Lilly’s Purple Plastic Purse by Kevin Henkes Name ____________________
Good readers think about the characters and setting of the story.
Please list the characters below.
____________ ___________
____________ ___________
Draw a picture showing one of your favorite parts of the story. Be sure to include the setting.
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My favorite part of the story was when ________________________
____________________________.
A Good Day by Kevin Henkes
Name ____________________
Good readers make text-to- self connections to the story they read.
Draw a picture and write about a good day that you have had.
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I had a good day when ___________
___________________________________________________________________________________.
Old Bear by Kevin Henkes
Name ____________________
Good readers make text-to-self connections with the story they read.
Draw and write about a dream that you have had.
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Once I had a dream that _________
________________________________________________________.
It made me feel ________________
________________________________________________________.
Old Bear by Kevin Henkes
Name _______________________
Good readers think about the sequence of the story.
In the beginning of the story Old Bear ________________________
____________________________
In the middle of the story he______ ________________________________________________________.
At the end of the story Old Bear woke up and __________________
___________________________________________________________________________________.
Old Bear by Kevin Henkes
Name _______________________
Good readers make text-to-self connections in the story.
Draw and write below:
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|In the fall I feel _______________. |
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|In the winter I feel _____________. |
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|In the spring I feel ____________. |
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|In the summer I feel ___________. |
Honey, Honey Lion! by Jan Brett
Name______________
Good readers make text-to-self connections.
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I share ______________ with my
friend ___________________.
Honey, Honey Lion! by Jan Brett
Name______________
Good readers predict what is going to happen at the end of a story. After reading half of the story, have the children predict what is going to happen next by looking at the picture clues on each page.
I predict that _________________
________________________________________________________.
------------------------------------------
At the end of the story __________
____________________________________________________________________________________.
Inch by Inch by Leo Lionni
Name______________
Good readers think about the story. Measure the items below using the inchworm provided.
[pic] The marker is ____ inches high.
[pic]The rug is ____ inches long.
[pic]The box is ___ inches long.
[pic] The sneaker is ____ inches long.
---------------------------------------------------------------
Each worm equals approximately one inch.
[pic][pic][pic][pic][pic]
Inch by Inch by Leo Lionni
Name ___________________
Good readers think about the story sequence. Please write the story sequence below.
In the beginning of the story the inchworm ___________________
___________________________
__________________________.
In the middle of the story the inchworm measured the following animals: _____________________ ___________________________.
At the end of the story the inchworm
___________________________________________________________________________________.
Inch by Inch by Leo Lionni
Name ______________
Good readers think about the problem and solution in the story.
1. What was the inchworm’s problem in the story?
The inchworm’s problem in the story was that the __________________
___________________________________________________________________________________.
2. How did the problem get solved?
The solution was that ___________
_______________________________________________________.
Frederick by Leo Lionni
Name ______________
Good readers sequence the story. Please sequence the story below.
In the beginning of the story Frederick_______________________
______________________________
______________________________.
In the middle of the story Frederick ___
______________________________________________________________
______________________________.
At the end of the story Frederick
______________________________________________________________
______________________________.
Frederick by Leo Lionni
Name ______________
Good readers think about the problem and solution in the story.
The problem in the story was that the other mice thought that Frederick was _________________________
________________________________________.
The solution was that Frederick ____________________________________________________________________________________.
A Color of His Own by Leo Lionni
Name __________________
Good readers think about the story.
The chameleon was sad because ______________________________
______________________________.
He stopped on a lemon and turned ____________.
He stopped on some heather and turned ____________.
On a tiger he was __________ like a tiger.
The chameleon rested on a leaf. He decided to rest there and his skin stayed green. But it soon became fall so the chameleon turned _______ and __________.
A Color of His Own by Leo Lionni
Name __________________
Good readers think about the story sequence. Please sequence the story below.
In the beginning of the story the chameleon felt ___________________
______________________________.
In the middle of the story the chameleon
_____________________________________________________________.
At the end of the story the chameleon found another chameleon and _________________________
_______________________________________________________.
Cornelius by Leo Lionni
Name ___________________
Good readers think about the story sequence. Please sequence the story below.
In the beginning of the story Cornelius hatched and __________
___________________________
__________________________.
In the middle of the story Cornelius ran away and met a monkey who ___________________________ ___________________________.
At the end of the story the other
crocodiles ____________________
_______________________________________________________.
Cornelius by Leo Lionni
Name ____________________
Good readers think about the characters and setting of the story.
Please list the characters below.
____________ ___________
____________ ___________
Draw a picture showing one of your favorite parts of the story. Be sure to include the setting.
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My favorite part of the story was when ________________________
____________________________.
Cornelius by Leo Lionni
Name ______________
Good readers think about the problem and solution in the story.
The problem in the story was that Cornelius was _________________
________________________________________________________.
The solution was that the other crocodiles ___________________ ________________________________________________________.
Draw a picture of one of the things that Cornelius could do.
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Swimmy by Leo Lionni
Name ______________
Good readers think about the problem and solution in the story.
The problem in the story was that the little fish were ________________
________________________________________________________.
The solution was that Swimmy taught the little fish to _______________
_______________________________________________________.
Draw a picture of the fish swimming together with Swimmy as the eye.
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Swimmy by Leo Lionni
Name ___________________
Good readers think about the story sequence. Please sequence the story below.
In the beginning of the story Swimmy was _______________________
___________________________
__________________________.
In the middle of the story Swimmy ___________________________ ___________________________.
At the end of the story _________
_______________________________________________________.
Draw a picture of the fish and Swimmy at the end of the story.
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Swimmy by Leo Lionni
Name ___________________
Good readers discuss the characters in the story. Draw a picture and label it.
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My favorite character is _____________________.
Little Blue and Little Yellow by Leo Lionni
Name ______________________
Good readers think about the story sequence. Please sequence the story below.
In the beginning of the story Little Blue and Little Yellow ___________________
_________________________________.Draw a picture of Little Blue and Little Yellow at the beginning of the story.
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In the middle of the story ________
________________________________________________________.
At the end of the story __________ ________________________________________________________.
Little Blue and Little Yellow by Leo Lionni
Name ______________
Good readers think about the problem and solution in the story.
The problem in the story was that Little Yellow __________________
____________________________.
The solution in the story was that
________________________________________________________.
Draw a picture of Little Blue and Little Yellow hugging.
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Goodnight Moon by Margaret Wise Brown
Name ___________________
Good readers think about the story sequence. Describe what you do to get ready for bed at night.
First, I _____________________.
___________________________
Next, I ______________________
________________________________________________________.
Then, I ______________________
___________________________ ___________________________.
Last, I _______________________
____________________________.
____________________________
Goodnight Moon by Margaret Wise Brown
Name ________________________
Good readers think about the characters and setting of the story.
Draw a picture of the characters in the story. Label them on your picture. Be sure to include the setting.
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Goodnight Moon by Margaret Wise Brown
Name ________________________
Good readers make predictions about the stories they read.
Predict to whom the bunny says goodnight.
I think the bunny will say goodnight to:
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|__________ |_________ |_________ |
Goodnight Moon
by Margaret Wise Brown
Name ________________________
Good readers wonder and ask questions about the stories they read.
I wonder how people who speak different languages say goodnight.
Some languages spoken in my class are:
Language How they say goodnight
________ _____________
________ _____________
________ _____________
________ _____________
The Important Book
by Margaret Wise Brown
Name ________________________
Good readers make text-to-self connections.
The important thing about __________ is that she/he is
please circle one
______________.
Illustrate your answer.
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The Important Book
by Margaret Wise Brown
Name ________________________
Good readers make text-to-world connections.
The important thing about __________ is that _______
a community worker
_______________________
_______________________.
Illustrate your answer.
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The Important Book
by Margaret Wise Brown
Name ________________________
Good readers make text-to-world connections.
The important thing about __________ is that _______
a person who works in a school
_______________________
_______________________.
Illustrate your answer.
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The Runaway Bunny
by Margaret Wise Brown
Name ________________________
Good readers predict what is going to happen in a story. Half way through the book have the students predict where the bunny will go and what the mother will do.
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I think the bunny will go to ________
____________________________.
I think the mom will _____________
____________________________.
The Runaway Bunny
by Margaret Wise Brown
Name ________________________
Good readers think about the main idea of the story.
Illustrate your answer.
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I think the main idea of the story is _______________.
The Runaway Bunny
by Margaret Wise Brown
Name ________________________
Good readers think about the story sequence. Please write the story sequence below.
In the beginning of the story the little bunny __________________
____________________________
In the middle of the story
_______________________________________________________.
At the end of the story the little bunny decided to stay home because______________________ ___________________________.
Purple, Green and Yellow
by Robert Munsch
Name______________
Good readers make text-to-self connections to the stories they read.
Bridget drew pictures of all kinds of things. What do you like to draw? Please draw and write about it below.
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I like to draw _____________ because
_______________________________________________________.
Purple, Green and Yellow
by Robert Munsch
Name______________
Good readers sequence the story. Please sequence the story below.
In the beginning of the story Bridget wanted _______________________
_____________________________
_____________________________.
In the middle of the story Bridget ___
______________________________________________________________
______________________________.
At the end of the story Bridget ______
______________________________________________________________
______________________________.
Purple, Green and Yellow
by Robert Munsch
Name _________________
Good readers think about the characters in the story.
Please list the characters in the story below.
_______________
_______________
_______________
_______________
_______________
Write three things that Bridget did in the story.
1. _______________________________________
_________________________________________
2. _______________________________________
_________________________________________
3._______________________________________
_________________________________________
Draw a picture of Bridget at the end of the story.
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Purple, Green and Yellow
by Robert Munsch
Name _________________
Good readers think about the problem and solution in the story.
1. What was Bridget’s problem in the story?
Bridget’s problem in the story was that ________________________
___________________________________________________________________________________.
2. How did the problem get solved?
Bridget’s solution was that ________
___________________________________________________________________________________.
Stephanie’s Ponytail by Robert Munsch
Name _________________
Good readers make text-to-self connections to the stories they read.
Has anyone ever copied anything that you did? How did it make you feel? Draw a picture and write about it below.
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Once someone copied me by _______
________________________________________________________.
It made me feel _______________
____________________________.
Stephanie’s Ponytail by Robert Munsch Name______________
Good readers sequence the story. Please sequence the story below.
In the beginning of the story everyone wanted to be like Stephanie. They _____________________________
_____________________________
_____________________________.
In the middle of the story the children in the school ______________________
______________________________________________________________
______________________________.
At the end of the story _____________
______________________________________________________________
______________________________.
Thomas’ Snowsuit by Robert Munsch
Name _________________
Good readers think about the problem and solution in the story.
1. What was the problem in the story?
The problem in the story was that Thomas ______________________
____________________________________________________________________________________.
2. What was the solution to the problem??
The solution to the problem happened when Thomas _________________
___________________________________________________________________________________.
Thomas’ Snowsuit by Robert Munsch Name______________
Good readers sequence the story. Please sequence the story below.
In the beginning of the story Thomas would not _____________________
_____________________________
_____________________________.
In the middle of the story Thomas went to school and ____________________ ______________________________
_____________________________________________________________.
At the end of the story ____________
______________________________________________________________
______________________________.
Thomas’ Snowsuit by Robert Munsch
Name _________________
Good readers think about the characters in the story.
Please list the characters in the story below.
___________
___________
___________
___________
___________
Write three things that happened in the story.
1. _______________________________________
_________________________________________
2. _______________________________________
_________________________________________
3._______________________________________
_________________________________________
Draw a picture of your favorite character.
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Pigs by Robert Munsch
Name _________________
Good readers sequence the story. Please sequence the story below.
In the beginning of the story Megan was not supposed to _________________
_____________________________
_____________________________.
In the middle of the story Megan ______________________________ ______________________________
_____________________________________________________________.
At the end of the story ____________
______________________________________________________________
______________________________.
Pigs by Robert Munsch
Name______________
Good readers predict what is going to happen at the end of a story. After reading half of the book, predict what will happen at the end.
I predict that Megan is going to ____________________________
________________________________________________________.
------------------------------------------
At the end of the story Megan ____________________________
____________________________________________________________________________________.
Pigs by Robert Munsch
Name______________
Good readers think about the setting. Draw and write about an animal that you would like to let out of its cage. Be sure to include the setting.
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If I let a ________ out of its cage it would ________________________
____________________________.
Pigs by Robert Munsch
Name______________
Good readers make text-to-self connections to the stories they read.
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My favorite show and tell item was
________________ because _____
_______________________________________________________.
Strega Nona by Tomie dePaola
Name______________
Good readers make predictions about the stories they read. In the story, Strega Nona warns Big Anthony not to make pasta in the pasta pot.
Do you think that Big Anthony will to try to make the pasta in the pasta pot? Please circle: yes no
Draw what happened in the story below.
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Was your prediction correct?
Please circle: yes no
Strega Nona by Tomie dePaola
Name______________
Good readers make text-to-self connections with the stories they read.
Did you ever do something that you were told not to do?
Draw a picture and write about it below.
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Once I was told not to ___________
I ___________________________
________________________________________________________.
Strega Nona Her Story by Tomie dePaola
Name ______________
Good readers think about the sequence of the story.
In the beginning of the story Strega Nona ________________________
________________________________________________________.
In the middle of the story Strega Nona ________________________
________________________________________________________.
At the end of the story __________
________________________________________________________.
Strega Nona Takes a Vacation
by Tomie dePaola
Name ______________
Good readers make text-to-world connections. Write about a vacation that you took below. Be sure to add the setting into your picture.
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Once I went on a vacation to ______
________________________________________________________.
My favorite thing I did there was _________________________ ________________________.
Strega Nona Takes a Vacation
by Tomie dePaola
Name ______________
Good readers make text-to-self connections. Write about Strega Nona’s dream. Then write about a dream that you once had.
Strega Nona dreamt that _______
___________________________________________________.
Once I dreamt that ___________
____________________________________________________.
Strega Nona Meets Her Match
by Tomie dePaola
Name______________
Good readers predict what happens in the story. Read half of the story and make a prediction about what you think might happen next.
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I think that when Big Anthony starts to work for Strega Amelia he is going to __________________________
____________________________.
Strega Nona Meets Her Match
by Tomie dePaola
Name ______________
Good readers think about the sequence of the story.
In the beginning of the story Strega Nona ________________________
________________________________________________________.
In the middle of the story Strega Nona ________________________
________________________________________________________.
At the end of the story __________
________________________________________________________.
Strega Nona’s Magic Lessons by Tomie dePaola
Name ______________
Good readers make text-to-self connections with the story. Have you ever been mad about something that you were told to do? What did you do?
Write and illustrate it below.
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Once _________ asked me to _____ _______________________and I _______________________.
Strega Nona’s Magic Lessons
by Tomie dePaola
Name ______________
Good readers think about the sequence of the story.
In the beginning of the story Bambolona ___________________
_______________________________________________________.
In the middle of the story ________
_______________________________________________________.
At the end of the story __________
________________________________________________________.
Amos and Boris by William Steig
Name______________
Good readers make text-to-self connections with the stories they read. Amos and Boris became good friends even though they didn’t live near each other.
Write about a friend that you made who does not live near you (on vacation, at a playground etc.) Illustrate the picture to show the setting. Where did you meet your friend?
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I made my friend when I went to _____________________________
_____________________________
Amos and Boris by William Steig
Name _________________
Good readers think about the story.
1. How did Boris help Amos?
Boris helped Amos by ____________
____________________________________________________________________________________
___________________________.
2. How did Amos help Boris?
Amos helped Boris by ___________
________________________________________________________
____________________________
___________________________.
Amos and Boris by William Steig
Name ___________________
Good readers think about the story sequence. Please write the story sequence below.
In the beginning of the story Amos
____________________________________________________________________________________
___________________________.
In the middle of the story ________
____________________________________________________________________________________
___________________________.
At the end of the story Boris ______
_______________________________________________________________________________________________________________.
Dr. DeSoto by William Steig
Name______________
Good readers make text-to-self connections to the stories they read. Dr. DeSoto was a dentist. Please describe a visit that you made to the dentist.
Illustrate it below.
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Once I went to the dentist and _________
_______________________________________________________________________________________________________________.
Dr. DeSoto by William Steig
Name _________________
Good readers think about the problem and solution in the story.
1. What was Dr. DeSoto’s problem in the story?
Dr. DeSoto’s problem in the story was that ________________________
___________________________________________________________________________________.
2. What was the solution to the problem?
Dr. DeSoto solved his problem by ____________________________
________________________________________________________
____________________________
___________________________.
Dr. DeSoto by William Steig
Name ___________________
Good readers think about the story sequence. Please write the story sequence below.
In the beginning of the story _____
____________________________________________________________________________________
___________________________.
In the middle of the story ________
____________________________________________________________________________________
___________________________.
At the end of the story _________
_______________________________________________________________________________________________________________.
Sylvester and the Magic Pebble
by William Steig
Name______________
Good readers make text to self connections to the stories they read. Sylvester found a magic pebble.
Please write and illustrate a story about something that you found. Please be sure to include where you found it.
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Once I found a _________________________.
____________________________
I found it ____________________
________________________________________________________.
Sylvester and the Magic Pebble
by William Steig
Name _________________
Good readers think about the problem and solution in the story.
1. What was Sylvester’s problem in the story?
Sylvester’s problem in the story was that he______________________
_______________________________________________________.
2. What was the solution to the problem?
Mr. and Mrs. Duncan sat on the rock that was Sylvester and __________
________________________________________________________
____________________________
___________________________.
Sylvester and the Magic Pebble
by William Steig
Name ___________________
Good readers think about the story sequence. Please write the story sequence below.
In the beginning of the story Sylvester_____________________
_______________________________________________________.
In the middle of the story ________
___________________________________________________________________________________.
At the end of the story Sylvester_____________________
_______________________________________________________.
Sylvester and the Magic Pebble
by William Steig
Name ___________________
Good readers think about the characters and the setting of the story.
The main characters in the story are:
_________________________________
_________________________________
_________________________________
_________________________________
The setting of the story is _____________
____________________________________________________________________
My favorite part of the story was when ________________________________________________________________________________________________________________________________________
Shrek by William Steig
Name ____________________
Good readers think about the problem and solution in the story.
1. What was Shrek’s problem in the story?
Shrek’s problem in the story was that he__________________________
_______________________________________________________.
2. What was the solution to the problem?
Shrek _______________________
________________________________________________________
____________________________
___________________________.
Shrek by William Steig
Name ____________________
Good readers think about the story sequence. Please write the story sequence below.
In the beginning of the story Shrek_____________________
_______________________________________________________.
In the middle of the story ________
___________________________________________________________________________________.
At the end of the story Shrek_____________________
_______________________________________________________.
Shrek by William Steig
Name ___________________
Good readers think about the main character.
Compare and contrast Shrek with you.
Be specific.
Shrek Me __________
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|1. Shrek is________. |1. I am __________. |
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|2. ______________ |2. ______________ |
|______________ |______________ |
|______________ |______________ |
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|3. ______________ |3. ______________ |
|______________ |______________ |
|______________ |______________ |
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|4. ______________ |4. ______________ |
|______________ |______________ |
|______________ |______________ |
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Reading Teacher Article Abstract
Title: Kindergartners Can Do It, Too! Comprehension Strategies for Early Readers.
Authors: Gregory, Anne E.1 agregory@boisestate.edu
Cahill, Mary Ann1 MaryCahill@boisestate.edu
Source: Reading Teacher; Mar2010, Vol. 63 Issue 6, p515-520, 6p, 2 Black and White Photographs, 2 Illustrations
Abstract:
The article examines several reading comprehension strategies suitable for use with kindergarten-aged students. The acquisition of new knowledge through text and how teachers can help students learn to examine text critically are explored. How schemas, which is what students already know, were introduced to students in a kindergarten classroom through the book "Zach's Alligator" by Shirley Mozelle is noted. The theories of "Velcro Theory" visualization or "making mind movies," questioning strategy, and inference are discussed.
Author Affiliations:1Boise State University, Idaho, USA.
Works Cited
Brown, Margaret Wise, and Clement Hurd. Goodnight Moon. New York: Harper & Brothers, 1947. Print.
Brown, Margaret Wise, and Clement Hurd. The Runaway Bunny. New York: Harper & Row, 1972. Print.
Brown, Margaret Wise, and Leonard Weisgard. The Important Book. [New York, N.Y.]: HarperCollins, 1977. Print.
Carle, Eric. A House for Hermit Crab. Saxonville, Mass.: Picture Book Studio, 1987. Print.
Carle, Eric. Pancakes, Pancakes! [New York]: Simon & Schuster for Young Readers, 1990. Print.
Carle, Eric. The Grouchy Ladybug. New York: T.Y. Crowell, 1977. Print.
Carle, Eric. The Tiny Seed. Natick, MA: Picture Book Studio, 1987. Print.
Carle, Eric. The Very Hungry Caterpillar. New York: Collins, 1979. Print.
Henkes, Kevin. A Good Day. New York: Greenwillow, 2007. Print.
Henkes, Kevin, and Nancy Tafuri. The Biggest Boy. New York: Scholastic, 1996. Print.
Henkes, Kevin. Lilly's Purple Plastic Purse. New York: Greenwillow, 1996. Print.
Henkes, Kevin. Owen. New York: Greenwillow, 1993. Print.
Henkes, Kevin. Sheila Rae, the Brave. New York: Greenwillow, 1987. Print.
Lionni, Leo. Cornelius. New York City: Alfred A.Knopf,, 1983. Print.
Lionni, Leo. Frederick. New York City: Alfred A. Knopf, 1967. Print.
Lionni, Leo. A Color of His Own. New York: Pantheon, 1975. Print.
Lionni, Leo. Inch by Inch. New York: I. Obolensky, 1960. Print.
Lionni, Leo. Little Blue and Little Yellow. New York: Mulberry, 1995. Print.
Lionni, Leo. Swimmy. New York: Pantheon, 1963. Print.
Munsch, Robert N., and He?le?ne Desputeaux. Purple, Green and Yellow. Toronto, Canada: Annick, 1992. Print.
Munsch, Robert N., and Michael Martchenko. Stephanie's Pony Tail. Toronto: Annick, 1997. Print.
Munsch, Robert N., and Michael Martchenko. Thomas' Snowsuit. Toronto, Canada: Annick, 1985. Print.
Steig, William. Amos & Boris. New York: Farrar, Straus and Giroux, 1971. Print.
Steig, William. Dr. DeSoto. New York City: Farrar, Straus and Giroux, 1882. Print.
Steig, William. Shrek! New York: Farrar, Straus, Giroux, 1990. Print.
Steig, William. Sylvester and the Magic Pebble. New York: Windmill, 1969. Print.
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