TWENTY TWO PICTURE BOOK STRATEGIES CD HANDOUT 2012 Nancy Polette

This handout can be duplicated for use in building or district in-service where the CD, “22 Picture Book Strategies”, has been purchased. Duplication of this handout for meetings outside the school district is prohibited Duplication or storage of the CD in any retrieval system is strictly prohibited.

THE FOUR QUADRANTS OF THE BRAIN HAVE DISTINCT FUNCTIONS.

Upper Left Quadrant: This person likes facts and getting lots of information. Scores high on tests.

Lower left Quadrant. Dependable, organized. On time. Gets the job done. Pulls from experience.

Lower Right Quadrant. Makes decisions based on feelings. Likes being with others. Enjoys anything that touches the senses.

Upper right Quadrant: Creative, many projects going at once. Little use for time or order. Welcomes new experiences.

95% of people are stronger in two of the four quadrants.

Why? More experiences in those quadrants as a child.

A learning experience that touches any of the four quadrants causes connections to grow in that quadrant

HOW DO WE LEARN?

Learning is social.Learning has goals & pulls from experience.

Learning requires risk taking.Learning results in meaning.

STRATEGY ONE: Topic Talking

Assign partners. Partner A speaks to partner B on a topic given by the leader5 seconds. The leader then says “switch” and B speaks to A on the topic for 5 seconds. The leader says stop and then gives a second topic. The same procedure is followed but speaking time can be increased to 10 and 15 seconds. Over a period of weeks, gradually increase the amount of time children talk and the size of the group.

Standards: L2.3 /3.3Use knowledge of language and is conventions in reading, writing and speaking

STRATEGY TWO: Topic Focusing

Students guess the answers to yes r no or number answer questions related to the tex to be read.

They then read to support or deny guesses.

Standards:RL 1.1/2.1/3.1 Ask and answer questions about key details in the text

STRATEGY THREE: Classifying Words

On each line put an A if the word is an animal. a P if the word is a place. A W if the word is an action word. Read to support or deny guesses. Example From: Horton Hatches the Egg.

____ sat

____ forest

____ elephant

____ capture

____ circus

____ hatch

____ tree

Standards:L 1.5 Sort words into categories.

STRATEGY FOUR: Comparing Characters

Use this pattern to compare characters.

Comparing Characters

If I were Horton

I would ______And______

And I’d______

But I wouldn’t ______

Because Mayzie, the lazy bird, does that.

Standards: RL 1.2/2.2 Recount stories and central details.

STRATEGY FIVE: Matching Words. Find two words that go together and tell why.

Example: From Horton Hatches the Egg by Dr. Seuss

Mayzievacation Horton

Birdlaughingfaithful

Lonelycircusegg

feathers elephant tree

nest hunters hatch

Standards:L 1.5 Sort words into categories

STRATEGY SIX Find Someone Who: A Pre Reading Activity

Find out what your class has in common with the characters in Horton Hatches

the Egg.

STAND UP IF......

1. You have seen a live elephant.

2. You have gone to a circus.

3. You have found a bird’s nest.

4. You did a job you really did not want to do.

You have taken a vacation..

Standards:W2.8 Recall information from experiences to answer a question.

STRATEGY SEVENPre Reading Sentence Starters (Each is related to the book to be shared)

Sentence starters for Horton Hatches the Egg.

1. Choose one, finish the sentence.

2. At a circus the best thing to see is......

3. To be faithful is to be......

4. An animal that is part bird and part elephant is......

Vacations are fun when......

Standards:W1.1, 2.1 Write opinion pieces on the topic of the book. Supply reasons to support the opinion.

STRATEGY EIGHT: Add Lines to a Poem

Under the Big Top, what will I see?

Look there's an elephant smiling at me.

Behind the elephant, what will I see?

Look there's a bear dancing for me.

Behind the______, what will I see?

Look a ______is _____ for/at me.

Behind the______, what will I see?

Look a ______is _____ for/at me?

Standards: RL K2,1.4,2.4 Show how words and phrases supply rhythm and meaning to the poem.

STRATEGY NINE: Sentence Expansion

The elephant sat in a tree.

What word(s) can be added before elephant?

What word(s) can be added before tree?

Example: the big, gray elephant sat in the tall oak tree.

Sentence Substitution

What words can you add in place of big gray elephant?

What word can you add in place of sat?

What word(s) can you add in place of tall oak tree?

Example:

The little pink pig sang in the big purple bathtub.

Standards: RL 2.1 Expand simple sentences .

STRATEGY TEN: Creative Writing

Adapt this pattern to any story.

WHAT CAN YOU DO WITH AN ELEPHANT?

You could stand on his shady side on a sunny day.

Or you could ______

You might ______

That’s what you can do with an elephant.

WHAT CAN’T YOU DO WITH AN ELEPHANT?

You can’t take him to show and tell.

And you can’t______

You should never ______

That’s what you can’t do with an elephant.

Standards:RL 2.8 Describe how reasons support specific points of view.

STRATEGY ELEVEN:

Recalling the Story

List things Miss Spider did in the story. Choose two Follow the pattern to sing a song

Tune: London Bridge

Little Miss Spider

Sipped her tea

Little Miss Spider

Sipped her tea

And watched the insects.

Standards:RL 1.2/2.2 Recount stories and central details.

STRATEGY TWELVE Phonics Songs Sing to “Old MacDonald”

B is the sound that starts these words

Big Beetle Bug

With a B/B / here and a B/B/ there

Here a /B/, there a /B/

everywhere a /B/B/

B is the sound that starts these words

Big Beetle Bug

Choose a different consonant. Write new verses.

Standards:RI. K10. Actively engage the group in reading activities.

STRATEGY THIRTEEN: Assigning Reading Tasks.

Cut apart the words. Each child in the reading group must find examples in the story of the word he/she is holding.

Cards: PEOPLE PLACES TIME OCCUPATIONS ACTIONS ANIMALS

Standards:RLK.1. 1.1 Answer questions about key details in the text.

STRATEGY FOURTEEN: Higher Order Questions

What questions can you ask after sharing The Little Old Lady and the Hungry Cat that have these beginnings?

How many ways______

If you were ______

Suppose that______

What if______

How is ______like ______

Standards:2.3 Describe how characters respond to events in the story.

RL 1.1/2.1/3.1 Ask and answer questions about key details in the text.

STRATEGY FIFTEEN: Recall and Sequencing

Singing the Story

(Tune: Are You Sleeping?)

(Describe)______cat

______(where?)

______and ______(doing what?)

Read this book. Read this book.

Standards:RL 1.2/2.2 Recount stories and central details

RL K2,1.4,2.4 Show how words and phrases supply rhythm and meaning to the poem

STRATEGY SIXTEEN: Singing Sentences

Complete the sentence patterns.

We Like:

Spicy pizza steaming on the plate

______

Eat, little children, eat.

Add more verses to this feast song. Sing to the tune of Skip To My Lou.

Standards: RL K2,1.4,2.4 Show how words and phrases supply rhythm and meaning to the poem.

L 2.1 Expand simple sentences

STRATEGY SEVENTEEN: Story Strips

Cut apart the strips and put in order to tell the story .Add capital letters and punctuation marks as needed.

1. baked cupcakes she told her cat to

2. party he also ate the old woman who

3. one morning a little old woman

4. used her scissors to free everyone

5. a groom a bride and the whole wedding

6. them up and also ate a man his pig

7. leave the cupcakes alone the cat ate

Key:3,1,7,6,5,2,4

Standards: RL 1.2/2.2 Recount stories and central details.

STRATEGY EIGHTEEN: Make Words

On separate pieces of paper put the letters: I G N P R S

Use these letters to make the following words:

A. Take three letters and make a word that tells who danced a jig.

B. Take away one letter and add two letters to tell what was in the sewing basket. Needles and ____.

C. Move the letters in pins around to tell what the old woman did with her scissors.

D. Take away one letter and add one letter to tell what she fixes.

E. Take away one letter and add two letters to tell what the bride and groom gave each other .

Add one letter to tell what time of year it was.

Standards:L.1.1., 2.1. Demonstrate the command of the conventions of standard English grammar and usage in writing or speaking. Use nouns, verb, adjectives, adverbs correctly

STRATEGY NINETEEN: From Word Bank to Word Chant

Generate a list of nouns within a category

Ex: season words, school words, circus words.

Add an adjective before each noun.

WINTER TIME
Cold winds
Warm fires
Soft scarf
Fur coats
Wool mittens
Ear muffs
These are just a few / Snow boots
Sleeping bears
Bare trees
White snow
Road cleaners
Dark mornings
Fast sleds, too.
That’s the reason
It’s the season
WINTER TIME / Standards: RL K2,1.4,2.4 Show how words and phrases supply rhythm and meaning to the poem.

STRATEGY TWENTY: Data Bank: Whales

Live EatsHas
Ocean shrimp flippers
Salt water planktonblubber
Does
Makes clicking sounds Never gets lost
Breathes air Does tricks

Use the information in this pattern

Name the thing you want to be

Tell where it is found

Name one thing it can do for someone

Name a second thing it can do

Repeat the first line.

Standards:W 1.2 Write informative or explanatory texts.

STRATEGY TWENTY ONE: THE RESEARCH REPORT

1. An opening sentence that talks to the reader.

2. Two action sentences

3. A sentence that compares.

4. A sentence that contains the word, because.

5. Prove the first sentence of your article.

6. Check for who, what, when, where.

7. End with a sentence that asks a question

Standards:W 1.2,2.2,3.2 Write informative or explanatory texts

Use for any biography report.

If I could talk to ______

My day would begin by saying “Come in!”

And I’d say “Thank you for ______

and______and ______

I’m sure it’s all true, and I’d like to be you,

But you see, I’M ME

Community Helper Pattern

What I’d Like To Be

A ______is what I’d like to be and this is what I’d do you see

List 3-4 tasks.

But before I can do all this I have to get out of bed in the morning.

WHO IS KNOCKING AT THE DOOR?

Choose a person. Find two facts about the person. Tell what the person did. Name the person.

Who is knocking at the door?

He/she______

Open the door and say hello to______

Preposition Poem

Choose a place: mountain, desert, ocean, rain forest,

city, farm. Tell three things you can see in that place

and one wild creature you would find there.

IN the big city

OVER tall buildings

ACROSS busy streets

BETWEEN traffic signals

Flies the proud pigeon

SING ABOUT A PLACE

TUNE: “Mary Had a Little Lamb”

Let’s go visit St. Louis (Name the place)

Where we will see, we will see

The Gateway Arch on the River Front (name 2 sights)

A place for all to see.

Let’s go visit ______(Name the place)

Where we will see, we will see

______and ______(Name 2 sights)

A place for all to see.

SING ABOUT WILDLIFE

Choose a wild creature

Find two things it has

Find two things it eats

Fine one thing it does

Tune: “Skip to My Lou”

(Has) A robin has feathers and a beak

(Eats) A robin eats worms and bugs

(Does) And flies in the sky.