Reading Readiness 2011

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Reading ReadinessStorytime Guide


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Copyright Notice:All art and writ ten material in this guide is copyrighted. You have permission to use thesematerials in your own classroom or library. You may not copy, reproduce or distribute, for saleor commercial use, any port ion of t he art or wri t ten material.

Developed byMary Jan Bancroft

Liz BenhamMarie Graninger

Cherl RidgleyMarsha Schull

Revised (2010) byJulie Friberg

Jenny Volpe

Reading ReadinessStorytime Guide

3955 East Fort Lowell Rd, Suite 114 • Tucson, AZ 85712 • (520) 721-2334 • Fax (520 ) 881-0 669www.makewayforbooks.org

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Table of Contents iii

Table of Contents

MAKE WAY FOR BOOKS Reading Readiness Titles……………………………1

How to Use This Guide…………………………………………………………….3

What is Reading Readiness………………………………………………………...5

Lesson PlansBook Handling

Five Little Ducks, Penny Ives……………………………………………...6

Tickle the Duck!, Ethan Long ……………………………………………...9

Very Hungry Caterpillar, The, Eric Carle………………………………...14

What’s Wrong with My Hair?, Satoshi Kitamura………………………...17

Wheels on the Bus, Annie Kubler………………………………………...19

Print Awareness

Bunny Cakes, Rosemary Wells…………………………………………...21

Don’t Let the Pigeon Stay Up Late, Mo Willems………………………...26

Hurry! Hurry!, Eve Bunting………………………………………………29

Mouse Mess, Linnea Riley………………………………………………..31

Reading Makes You Feel Good, Todd Parr………………………………33

Phonological Awareness

Llama Llama Red Pajama, Anna Dewdney………………………………35

Please, Puppy, Please, Spike Lee…………………………………………37

Rhyming Dust Bunnies, Jan Thomas……………………………………..40

Sing-Along Songs…………………………………………………………43

There Was a Coyote Who Swallowed a Flea, Jennifer Ward …………….45

Letter Knowledge

ABC T-Rex, Bernard Most………………………………………………..47

Alphabet Under Construction, Denise Fleming…………………………...49Max’s ABC, Rosemary Wells……………………………………………..51

Shiver Me Letters: A Pirate ABC, June Sobel…………………………….53

Sleepy Little Alphabet, The, Judy Sierra………………………………….58

Vocabulary Development

Chickens Aren’t the Only Ones, Ruth Heller……………………………...60

Goldilocks and the Three Bears, James Marshall………………………....64

Mama, Jeanette Winter…………………………………………………….68

Snip, Snap! What is That?, Mara Bergman………………………………..76

Thesaurus Rex, Laya Steinberg…………………………………………....78

Comprehension Knuffle Bunny Too: A Case of Mistaken Identity, Mo Willems………….80

Not a Box, Antoinette Portis……………………………………………....87

Officer Buckle and Gloria, Peggy Rathman……………………………....89

Olivia, Ian Falconer……………………………………………………….94

Where’s My Teddy?, Jez Alborough……………………………………...96

Resources……………………………………………………………………….....98


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How To Use This Guide 3

HOW TO USE THIS GUIDE

We encourage teachers to read to their children every day. Research has shown that

reading aloud to young children is the single most important factor in learning how toread.

The main purpose of this guide is to help teachers foster the development of six reading

readiness skills identified in the Arizona Department of Education Standard of Pre-Reading through quality children’s picture books. These skills are as follows:

Book-HandlingPrint Awareness

Phonological AwarenessLetter Knowledge

Vocabulary DevelopmentComprehension

MAKE WAY FOR BOOKS staff and Early Literacy Consultants selected thirty titles based on their relevance to each of the skill-areas. For each book in the guide, the mainskill area for which it was chosen is identified. Almost any book, however, can be used

to develop reading readiness skills in all areas.

The books are organized alphabetically by title. They are intentionally not categorized byreading readiness skill-areas so that teachers will not be tempted to focus on only one

skill before moving on to the next. The six skill areas should be reinforced throughoutthe day as opportunities present themselves.

Please use this as a resource but feel free to add to or modify any of the activities to meet

the needs of your children. For each title you will find the following storytime elements:

Things to get readyRead through each storytime before you begin so that you can decide which activities you

would like to do or if you need to modify anything. Be sure to read each book ahead oftime so you can do a great job reading it aloud.

Related Books

Teachers are encouraged to read related books to their children to reinforce a particulartopic. All suggested books are available at the public library.

Getting the children ready to listenThis section includes fingerplays, poems, and songs. These types of activities will helpto focus the children and introduce the topic of the story. Fingerplays help children to

develop their fine motor skills, to increase their vocabulary, and to learn new concepts.Songs and poems are great for language development and give children a sense of

empowerment when they learn them. You can encourage children to teach songs and poems to their families. Singing can be especially effective in getting children to come

over to the storyime area and in settling them down.


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How To Use This Guide 4

Read-Aloud Guide

A step-by-step guide is offered in this section to help you get the most out of readingeach book aloud. Suggestions of what to do before you read will prepare the children for

a certain topic and will increase their interests. What you do during the reading will

encourage children’s active participation. Questions and comments you make afterreading will help children make connections to their own lives and experiences.

Extension ActivityExtension activities are suggested for each book. Most are designed to reinforce the main

reading readiness skill-area identified beneath the title of each book. Please encouragechildren to take their projects home and retell the stories to their parents. This is an

excellent way to enhance language development and comprehension. Certain activities inthis section ask teachers to write down what the children dictate or tell about their

pictures. This helps children see that what they say can be written down and then read byothers.


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What is Reading Readiness 5

What is Reading Readiness?

The Arizona Department of Education has identified six areas of early literacy that a child should

master before entering kindergarten. These are listed for you, as well as simple things you cando throughout the day to help foster skill development in each area.

Print Awareness - The child knows that print carries meaning. Run your finger under words as

you read storybooks aloud. Point out other print in the classroom such as signs, labels, etc.

Book Handling Skills - The child knows how books “work” and how to care for them. Always point out the title and author of the book. Ask children how to hold a book, where to begin, how

to turn pages, etc.

Phonological Awareness - The child hears and understands the different sounds of spokenlanguage. When reading books that rhyme, leave off the rhyming word and see if children can

guess what it is. Teach nursery rhymes and repeat them often.

Letter Knowledge - The child demonstrates knowledge of the alphabet. Choose alphabet booksthat actually tell a story. These will be more meaningful and enjoyable to three– and four-year-

olds than alphabet books that have the letter and an object starting with that letter on each page.

Vocabulary Development - The child understands and increasingly uses complex vocabulary.Explain new words to children when you come across ones you think they may not know. Give

them opportunities to talk and listen to what they say.

Comprehension – The child shows an interest in books and comprehends stories read aloud.Ask children questions about details in stories. Help them relate stories to their own life

experiences.


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Five Little Ducks 6

Five Little DucksBy Anonymous

Illustrated by Penny Ives

Reading Readiness Skills Area(s):

Book Handling Skills

Print Awareness


Things to Get Ready

A copy of Five Little Ducks

Five little ducks and the mother cut out and attached to popsicle sticks.

Examples of torn, scribbled on, etc., books

A selection of other versions of Five Little Ducks and other stories about ducks:o Click, Clack, Quackity, Quack, by Doreen Cronin and Betsy Lewin

o Duck and Goose, by Tad Hillso Duck on a Bike by David Shannon

o Quack, Daisy, Quack by Jane Simmonso

One Duck Stuck, by Phyllis Root

Getting the Children Ready to Listen

Who has seen ducks at the zoo? Anywhere else?

Why do ducks leave their mother after a while? Do children sometimes leave their parents?

Read-Aloud Guide

BEFORE you read the book:

1. Point to the title of the book and say, “The title of this book is Five Little Ducks. Theauthor is anonymous. That means we don’t know who first made up this story. The

illustrator is Penny Ives. That means she drew all the pictures.”2. Show the front cover and ask the children what they see.

3.

Ask if the five little ducks look exactly the same. Count them.

DURING reading:

1. Read slowly and ask questions about the illustrations on each page. Also, ask whatthe children see in the hole.

2. Encourage the children to “quack” with you and to say the rhyming words.3. Ask if the children think the fox will eat the little ducks.


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Five Little Ducks 7

4. Ask how the mother duck felt when none of the little ducks returned.

AFTER reading:

1. Talk about what makes a book happy or sad. Show examples of sad books.

2.

Teach the poem about what makes a book happy:Take care of the book you choose to get.Don’t write in it, tear it, or let it get wet.

Read it, enjoy it, and use it for fun.Return it tomorrow for another one.

Extension Activities:

Read another version, such as Raffi’s, Five Little Ducks and teach the song with

motions.

Sing the song Five Little Ducks and use the duck finger puppets to act out the song.

Do the HAPPY BOOK LESSON PLAN

Happy Book

1. Give each child a book from the class library. Ask them to check if their handsare clean, then open it carefully and turn the pages while looking at the pictures.

If they find any books with problems (torn, scribbled on, etc,), ask them to raisetheir hands. Model how to turn the pages before they begin.

2. Ask children to return their books to their “homes” (bookshelf).3. Ask children to list things that make books happy. Write the children’s answers

on chart paper.


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Five Little Ducks 8


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Tickle the Duck! 9

Tickle the Duck! by Ethan Long

Reading Readiness Skill Area(s):

Book handling

Print Awareness

Things to Get Ready

A copy of Tickle the Duck

A teddy bear or other stuffed animal

Cut out and glue the parts of the cover found at the end of the lesson onto felt backing

A felt board

A selection of related books: o

Five Little Ducks

o A Splendid Friend, Indeed by Susan Bloom o

Duck’s Not Afraid of the Dark, by Ethan Long

Getting the children ready to listen:

Use a teddy bear to act out one of the following poems.

I Bounce You HereI bounce you here, I bounce you there, (bounce child on knees)

I bounce you, bounce you, everywhere.I tickle you here, I tickle you there, (gently tickle child)

I tickle you, tickle you, everywhere.I hug you here, I hug you there, (hug child)

I hug you, hug you, everywhere!

Rhyme and Actions

Round and round the garden (Run your index finger around baby's palm.)

Went the Teddy Bear,

One step, two steps, (Jump your finger up his arm.)Tickle under there. (Tickle him under his arm.)

Round and round the haystack, Run your index finger around baby's palm.)

Went the little mouse,

One step, two steps, (Jump your finger up his arm.)

In his little house. (Tickle him under his arm.)


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Tickle the Duck! 10

Say “Eeney, Meeney, Miney Moe” while pointing to each child to randomly choose achild. Ask this child if he or she would like to come up on your lap to do the rhyme and

“be” the teddy bear.

Read-Aloud Guide


1. Usually all the children will want to be next on your lap after they see you act out therhyme with the child. Pull out the book Tickle the Duck!, and tell the kids that duck is

next to be tickled. Show the cover picture and ask, “Do you think duck wants to betickled? Why or why not?” Say, “Look, the duck is saying something. Here is the

talking bubble. Let’s read what he says.”2. Say, “Let’s read the book to find out if duck gets tickled.” Point to the words of the title

as you say, “The title of this book is Tickle the Duck!. Ethan wrote the words and drewthe pictures. Ethan Long is the author and the illustrator”.

DURING reading:

1. Read the story slowly with expression. Each time he mentions, “Don’t tickle me here” point that spot out. Ask the children whether they think he wants to be tickled. Then

have the teddy bear tickle him cautiously since the children are probably not sure whetherthe duck wants to be tickled or not. If a child doesn’t think he wants to be tickled ask if

teddy bear could try to tickle him softly, just a little.2. Since there is not much text on each page, be sure to read each page slowly and give the

children time to enjoy the details of the illustrations.3. On the first page with no words where duck’s wings are crossed, ask the children how

duck feels. “Did he really not want to be tickled?” Let the children discuss theirthoughts and accept the different opinions. Then turn the page to see the ducks changed

expression. Ask the children again if the duck really wants to be tickled. Accept thechildren’s opinions and predictions.

4. At the very end, ask the children if they have ever played a similar game with their familyor friends.

AFTER reading:

1. Ask the children if their Dad or Mom has ever turned them upside down for fun. This

time instead of having duck state he doesn’t want to be tickled, have the duck say that hedoesn’t want to be turned upside down. Turn the book upside down then turn the page

holding the book upside down and have the duck laugh. You don’t need to go throughthe whole book like this but just introduce the concept of right side up and upside down.

2. Notice the orientation of books on the bookshelf. If there are any sideways or upsidedown, have the children fix them by putting them right side up.


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Tickle the Duck! 11


The pages following this lesson have these parts of the cover: the illustration of the duck,

the talking bubble, the title, and letters from the title. These parts should be cut out and

glued on a felt backing. Have a felt board ready. Place all the pieces on the felt board

right side up. Tell the children to watch the teddy bear plan the game. Pretend to tell teddy bear he has

to close his eyes. Cover the teddy bear’s eyes. Turn over the title so that it is upsidedown. Uncover the teddy bear’s eyes. Ask teddy bear to find what is upside down.

Have the teddy bear point out the part of the cover that is now upside down.

Let the children know they are going to play the same game and try to guess what is

upside down. Have the children close their eyes. Turn over the illustration of the duck.

Have the kids open their eyes and guess what is now upside down. If the children areready for a challenge you can repeat with the talking bubble and then get progressively

more difficult with the title and then individual letters. How difficult you make itdepends on the age and development of your children.

When the children are ready, have them be the teacher and turn something over.

Take Home Activity:

Have the children look for books or items at home that are upside down. They could also play the game with their mom, dad, or sibling.


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The Very Hungry Caterpillar 14

The Very Hungry CaterpillarWritten and Illustrated by Eric Carle

Reading Readiness Skill Area(s)

Book Handling skills

Comprehension

Things to get ready

A copy of The Very Hungry Caterpillar, by Eric Carle

Gather a selection of the fruits that are mentioned in the story. Having “real” things helps

teach children because they are able to see, feel, smell, and touch them. They also help to build vocabulary because there is something real to connect with the name.

o One red apple

o

Two green pearso Three blue plums

o Four red strawberries

o Five orange oranges

Snack idea: Have one or two of the fruits in the story for snack.

Gather the necessary materials for the Egg Carton Caterpillars-o Egg cartons (cut into sections of 3)o Markers or paint

o Featherso Glitter

o Glueo

Pipe cleanerso Googley eyeso Tissue paper

Gather a selection of related books to read during storytime or to place in the reading

corner for the children to explore during free time.o Waiting For Wings, by Lois Ehlert

o Growing Like Me, by Anne Rockwello Bugs for Lunch, by Margery Facklam

o Butterflies Fly, by Yvonne Winer

Getting the children ready to listen

1. Ask the children what they know about caterpillars. Have the picture enclosed ready, oranother caterpillar book or picture to show them.

2. Tell them you will be reading a story about a caterpillar and you have a poem to get themin the mood. Say the poem two or three times to allow the children time to participate

and say it with you. (See poem on following page).


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Caterpillar by Beverly Qualheim

(Do actions as rhyme indicates.)

Caterpillar creeping

Caterpillar spinning

Caterpillar crawl.Caterpillar snug. Caterpillar climbing

Caterpillar changing, All along the wall.

What have you become?

A butterfly! (Pretend to fly around room.)

Read-Aloud Guide


1.

Show the front cover of the book and read the title and author.

2. Ask the children what they already know about the caterpillar from the title (that he’svery hungry).

3. Show them the back cover. Ask them what the caterpillar is eating (a green leaf).4. Tell them to listen carefully to the story to hear about all the different things that

caterpillar eats. Tell them that something very special will happen to the caterpillar at theend of the story.

DURING reading:

1. Use lots of expression in your voice.

2.

Be sure to allow plenty of time for the children to examine and enjoy the illustrations.3. As the caterpillar eats through the fruit, ask the children to count the fruit with you.

4. On the pages where the caterpillar eats the cake, etc., let your voice show exaggerationand surprise.

5. Do the same thing with your voice when the butterfly emerges6. Use the toy caterpillar and push him the holes in the book. Have the children make

“munching” sounds.

AFTER reading:

1. Ask the children what was special that happened to the caterpillar. Show those pagesagain.

2. Have a few share their favorite parts or pages and tell why they like them.3. See if the children can remember some of the good things he ate.

4. Recall some of the things he ate that made him sick. Ask them to share some of theirown stories about what has given them a stomachache.

5. Model holding the book and turning the pages. Encourage the children to take turnsduring free time to explore the board book and handle it properly.


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Extension Activities

Fruit

Have your fruits that you have brought spread out on a table. Ask the children to count the

different types of fruit with you as you retell the story. This would also be a good time to discusshealthy and unhealthy food. You can talk about how all the foods that the caterpillar ate onSaturday made him sick.

Egg Carton Caterpillars

1. Cut the egg carton into smaller pieces, (three cells in each piece makes a good size

caterpillar).2. Turn the pieces over so that the humps face up.

3. Have the kids use markers or paints to color the caterpillars crazy colors.4. Decorate with feathers, glitter, scraps of paper, etc.

5.

Glue on pipe cleaners for the antennae, and googley eyes for the eyes.6.

Overnight hang the caterpillars in a brown paper bag (the cocoon). While the kids are at

home, stick tissue paper onto each caterpillar like wings. When the kids arrive the nextday, their caterpillars will have transformed into butterflies!


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What’s Wrong with My Hair? 17

What’s Wrong with My Hair? by Satoshi Kitamura


Book handling

Things to Get Ready

A copy of What’s wrong with My Hair?

11” x 17” drawing paper

Colored Construction Paper scraps

Crayons or markers

Scissors

A selection of related books: o

Hairs=Pelitos, Sandra Cisneros

o Falling for Rapunzel, Leah Wilcox o

The Okay Book, Todd Parr


Tell the children that you are going to read a book about a lion that is going to a party.

Ask the children if they have ever gone to a party. The children will usually talk about the parties that they have attended. If not, encourage them to talk about the details of their

party by asking open ended questions. “What kind of party did you go to? How did youfeel about going to the party? How did you dress for the party? Who was at the party?

What did you do at the party?”

Read-Aloud Guide


1. Point to the title of the book and say, “The title of this book is What’s wrong with MyHair? The author and illustrator is Satoshi Kitamura. Show the children the picture of

Satoshi working on his illustrations


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What’s Wrong with My Hair? 18

2. Show the cover picture and ask, “How does lion look like he feels about going to the party?” Let the children respond and make predictions about why he might feel a certain

way about going to the party.3. Say, “Let’s read the book to find out what happens’”

DURING reading:

1. On the first reading you may want to focus on the giraffe’s role in the book. On the first

page with the giraffe say, “Giraffe is a barber. He has scissors in his hand here (point tothe scissors) and a hair dryer in is hand here (point to the hair dryer). What do you think

giraffe, the barber, is going to do?2. Throughout the book, encourage the children to talk about their experiences with getting

their hair cut. Encourage them as well to predict whether they think the lion likes hishair-do. Be silly and ask the children if they have ever received a hair-do like lion’s.

3. Since the illustrations are very busy, you may want to focus on other details in theillustrations in subsequent readings. For example, during the second reading you could

have the children talk about what they think lion’s hair is and use the details in thedrawing as clues. During the third, example you could focus on the dog in each

illustration.

AFTER reading:

1. Ask the children if lion was happy with his hair in the end.2. Invite the children to come up one by one and put their face in the hole so that they have

a star hairdo. Ask them to show with their facial expression how the star makes themfeel.

3. Let the other children guess how the child feels. Have them confirm their predictionswith the child.


Activity : Make Your Own Lion Hair!

The back of the book has directions for an activity “Make your Own Lion Hair!” Ask thechildren to share their “lion hair”. Practice gentle handling of books and the “lion hair”

pages.

Be silly and change the Happy Book Poem to “Take care of the lion hair you choose to

get.”


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Wheels on the Bus 19

The Wheels on the BusBy Anonymous

Illustrated by Annie Kubler


Book Handling


Things to Get Ready

A copy of The Wheels on the Bus

Primary sentence strips

Markers, tape, and scissors

A selection of related books to share during storytime and in the reading corner:o

The Wheels on the School Bus, by Mary Alice Moore

o Bears on Wheels, by Stan and Jan Berenstaino Wheels on the Race Car, by Alex Zane


Select one of the following to share with the childreno

Sing “WHEELS ON THE BUS” or

o Recite poems.

ROLLER SKATES

Lively bootsLike how it feels

To whoosh aroundOn little wheels.

FERRIS WHEEL

Rolls aroundBut doesn’t roll away.

Stays on the groundwhile her riders rise and

sway.

MERRY-GO-ROUND

Spins lions, zebras,Many a horse,

A jeweled giraffe…And kids, of course!

o After singing the song or saying the poems, have the children extend their arms

overhead, making a circle. Ask them what shape they have created. Ask them ifthey can name other round objects.

Read-Aloud Guide


1. Point to the title of the book and say, “The title of this book is The Wheels on the

Bus. The author is anonymous. That means we are not sure who wrote the story.Annie Kubler is theillustrator. That means she drew all the pictures.”


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Wheels on the Bus 20

2. Look at the front cover of the book-ask children if they can identify any round objects(i.e. wheels, steering wheels, clown nose, etc). Talk about the objects.

DURING reading:

1.

Encourage the children to “read’” the book along with you.2.

Pause after reading each page, and see if the children can spot any round objects onthe page.

AFTER reading:

1. Sing “WHEELS ON THE BUS” again using hand motions.

2. Tell the children to think about all the round objects they saw in the book. Ask themto name some of these objects.

Extension Activity

Ask the children to make a circle again with their arms.

Using hand motions, say the following with the children:

GOING ON A CIRCLE HUNT

I’m going on a circle hunt (arms in circle over head) and I’m not afraid(thumbs point to self)

I look high (place hand to forehead as if shading eyes and look up)I look low (hand in same position-look down)

I look to and fro (hand in same position looking left and right)I’m going on a circle hunt and I’m not afraid (repeat motions)

Tell the children that them that they are going on a “CIRCLE HUNT” in theirclassroom. Ask children to look round the room and locate round objects. As a

circular object is found, use the sentence strips to label it, then tape the label besidethe object. When the activity is completed, and all of the round objects have been

located, call children back together. Together, count how many objects they found.Tell the children what good ‘CIRCLE DETECTIVES’ they are!

Class Management - Depending on size of class and children’s behavior this activitycan be done with the whole group or with partners. If using partners, have childrenfirst locate the object then raise their hand for someone to come over and label it.


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Bunny Cakes 21

Bunny CakesWritten and Illustrated by Rosemary Wells


Print Awareness

Comprehension


Things to Get Ready

A copy of Bunny Cakes, by Rosemary Wells

Cut out pictures of ingredients

Cut out pictures of utensils and tools

Ruby's Bunny Cake Recipe (Write on chart paper if you plan to bake it in class, ormake enough copies to send home with children, so they can make it at home.)

Cake ingredients if you plan to bake a cake

Gather a selection of related titles to share during storytime or in the reading corner:

o Bunny Money, by Rosemary Wells

o Max Cleans Up, by Rosemary Wellso Pancakes for Breakfast, by Tomie dePaola

o Any children’s cookbook


When do you usually bake a cake? For what occasions? Sing “Happy Birthday”

Read-Aloud Guide


1. Point to the title of the book and say, “The title of this book is Bunny Cakes. Theauthor is Rosemary Wells. She made up the story and wrote it down. The illustrator

is Rosemary Wells. She drew all the pictures.”2. Show the front cover and ask children what they see.

3.

Show the inside front cover and ask “What are some of the ingredients you need to bake a cake from scratch?” Explain what “scratch” means. Display the cut out

pictures of the ingredients.4. Ask “What utensils or tools do you need?” Display the cut out pictures of the

utensils.5. Explain that Max and Ruby both want to make a cake for their grandmother’s

birthday. Ruby has a recipe. Ask, “Who knows what a recipe is?” Show childrenRuby’s Bunny Cake recipe. Go over the ingredients with the children and match


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Bunny Cakes 22

them up with the displayed pictures. Say, “Let’s read the story to find out how bothof their cakes turned out.

DURING reading:

1.

Ask questions such as: Who is older, Max or his sister Ruby?” How do you know?2.

When Ruby sends Max to the store, ask children to help you find the picture of theingredient and start a new row of all the things she needs Max to get.

3. Ask questions such as, “Is Max able to add what he wants to the grocery list?” “Doyou think Max makes a mess on purpose or by accident?” “How does Max make the

grocer understand that he wants red-hot marshmallow squirters?” “Which cake doesGrandma like best?”

AFTER reading:

1. Ask the children if they think Ruby is a mean big sister. Why or why not?

2.

Ask them to try to remember all the messes Max made.3.

Ask if Ruby used upper or lower case letters on the grocery list.


Put all the pictures of the ingredients in a paper grocery bag. Let the children taketurns reaching in and taking out an ingredient. Point out the words printed on the

ingredients and read aloud what they say. As a group, decide whether or not each onegoes in the cake recipe.

Play the same game with the utensils.

If possible bake the cake!


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Bunny Cakes 23

Bunny CakeBy Ruby

1/4 cup of butter

4 eggs

1 cup milk

2 cup of sugar

2 cups of flour

1 tsp. vanilla¼ tsp salt

2 tsp baking powder

Beat eggs until light and thick, slowly add sugar

and beat with a spoon 5 minutes or with electric

mixer for 2 ½ minutes. Fold dry ingredients intoeggs and sugar mixture Melt butter in hot milk and

add all at once. Pour into a floured and greased

cake pan. Bake at 350 degrees for about 20 or 25

minutes.


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Bunny Cakes 24

Milk EggsButter

Baking Powder Su ar

Measuring Cup Mixing Bowl Measuring Spoons

Vanilla


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Bunny Cakes 25

Flour Mixer Broccoli

Hamburger Saw Hammer

Banana SaltBread


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Don’t Let The Pigeon Stay Up Late! 26

Don’t Let the Pigeon Stay Up Late!Written and illustrated by Mo Willems


Print Awareness

Things to Get Ready

A copy of Don’t Let the Pigeon Stay Up Late!, by Mo Willems

Comic pages

Speech bubbles – This sheet is found in the back of the notebook in the sectionmarked activities.

Paper

Crayons and markers

A selection of related titles to share during storytime or in the reading corner:o

How Do Dinosaurs Say Good Night?, by Jane Yolen

o Don’t Let the Pigeon Drive the Bus by Mo Willemso Good Night Moon by Margaret Wise Brown


Tell the children they are going to hear a story about a pigeon going to bed. Sing oneor both of the following songs.

Five Little Monkeys Jumping on the Bed

Five little monkeys jumping on the bed.

One fell off and bumped his head.Mama called the doctor

And the doctor said, No more monkeys jumping on the bed.

Four little monkeys……

There were Ten in the Bed

There were ten in the bed and the little one said, roll over, roll over, So they allrolled over and one fell out. There were nine in the bed….


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Don’t Let The Pigeon Stay Up Late! 27

Read-Aloud Guide


1. Point to the title of the book and say, “The title of this book is Don’t Let the Pigeon

Stay Up Late! The author and illustrator is Mo Willems That means he made up thestory and drew all the pictures.”2. Tell the children that this is a book about a pigeon who does not want to go to bed.

Have the children talk about what happens at their bedtime.

DURING reading:

1. Explain to the students when the pigeon speaks his words are in a speech bubble.

2. Ask questions during the story: “What are some of the ways the pigeon tries to get tostay up later?” Ask the students if any of them try to stay up later. “When the pigeon

yawns, do you think he is ready to go to bed?”

AFTER reading:

1. Ask the children what was the pigeon dreaming about? Tell the children that pigeon’s dream is called a thought bubble. Ask the children to tell you about a good

dream they had.2. Show the children cartoons and explain to them about the speech bubbles. Knuffle

Bunny also by Mo Willems uses speech bubbles. Olivia by Ian Falconer has athought bubble at the end of it.

Extension Activity

Make enough thought bubbles for each child. Have the students draw a picture of ahappy dream in the thought bubble. Have the child dictate to you his/her dream.Write this on the child’s paper, and then have the student glue the speech bubble to

his/her paper.


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Don’t Let the Pigeon Stay Up Late 28


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Hurry, Hurry! 29

Hurry, Hurry! by Eve Bunting

Illustrated by Jeff Mack

Reading Readiness Skill Area

Print Awareness

Things to Get Ready

A copy of Hurry, Hurry!, by Eve Bunting

Bring in pictures, stuffed animals or puppets of farm animals, especially chickens and

roosters.

A plastic egg with a chick inside A selection of related titles to share at storytime or in the reading corner:

o Daisy and the Egg, by Jane Simmons

o Big Red Barn, by Margaret Wise Browno Chickens Aren’t the Only Ones, by Ruth Heller


Show the pictures or puppets and talk about various farm animals. The “mommy”chicken is called a hen and the “daddy” chicken is called a rooster. What is a baby

chicken called? (A chick and it hatches from an egg.)

Sing “Old McDonald Had A Farm.”

Read-Aloud Guide


1. Point to the title of the book and say, “The title of this book is Hurry, Hurry! Theauthor is Eve Bunting. She made up the story and wrote it down. The illustrator is

Jeff Mack. That means he drew all the pictures.”2. Ask who they see on the cover of the book.

3. Point to the letters that say “Hurry, Hurry”. Ask the children why you yell “hurry”?

(i.e. when you want someone to come fast or when you was them to see somethingright now!)4. Who is yelling “hurry, hurry”? How can you tell? Show the title page. Why does

the hen have her wings out? What is she yelling? (Point out words that say “hurry,hurry”.) Show picture of the farm and have children identify what they see. I wonder

what the hen is so excited about. Let’s read and find out.


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Hurry, Hurry! 30

DURING reading:

1. Show the first page. Have the children help you read “Hurry, Hurry” as you point tothe words. Turn the page. Identify the goat. He is saying “Coming, coming”. Point

and have children help you read “Coming, coming”. Turn the page. Identify duck

talking to her ducklings. She is saying “Ready, ready”. Read with the children asyou point to the words. Turn the page. Now the ducks are saying “Yes, yes”. Readtogether. Turn the page.

2. Continue to identify the animals and point to the words on each page as the childrenread with you.

3. On the page where the hen says “Shhhhh” put your fingers to your lips and ask whyyou say “Shhhh” Point out that the egg is making a sound. Point out “tap, tap,

tappity-tap” and ask what is happening. Have a little chick in a plastic egg and whenyou say, “Tap, tap,” tap on the egg and open it up. Turn page to see if they guessed

correctly. What says “cheep, cheep”? Turn the page. Point out the chick saying“I’m here! I’m here!” Turn the page. Now who is talking? It is all the animals.

Point and read “Welcome! Welcome!” On the last page the hen and the rooster aresaying “Hello, little one”. Point and read with the children.

AFTER reading:

1. Why did the hen want everyone on the farm to “hurry”?

2. What did the new chick say? What did the farm animals say?3. What did the mom and dad say at the end?

Extension Activity:

Do a dramatic retell of the story, using puppets, or just have various children be theducks or lambs, etc. Use the book to point and read with the children the words on

each page of the story.


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Mouse Mess 31

Mouse MessWritten and Illustrated by Linnea Riley

Reading Readiness Skill Area:

Print awareness

Things to Get Ready

A copy of Mouse Mess, by Linnea Riley

Materials to make mouse puppeto #4 cone coffee filters folded into thirdso

2 pink construction circles

o Googley eyeso tiny pompom for nose

o

6” piece of yarn for tailo hole punch

Paper plates

Pictures of food from magazines or newspapers (Newspaper food ads work well)

Scissors and glue sticks

A selection of related titles to share during storytime or in the reading corner:

o Reading Makes You Feel Good, by Todd Parr

o Bunny Cakes, by Rosemary Wellso Hurry! Hurry!, by Eve Bunting


Tell the children that they are going to hear a story about a mouse. Ask the children to

share what they already know about mice (How big are they? Where could they live?

What do they eat? What do they look like? How do they sound?)

Select one of the following poems to share with them:

Poem #1:What in the worldGoes gnawing and pawing

Scratching and latching

Sniffing and squiffing Nibbling for tidbits of left-over cheese?

Please?

Poem #2:I think mice

Are rather nice.Their tails are long,

Their faces small.They haven’t any

Chins at all.Their ears are pink,

Their teeth are white.

They run about

The house at night.They nibble things

They shouldn’t touchAnd no one seems

To like them much.But I think mice

Are nice.


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Mouse Mess 32

Read-Aloud Guide


1. Point to the title of the book and say, “The title of this book is Mouse Mess. The

author and illustrator is Linnea Riley She made up the story and wrote it down. Shealso drew all the pictures.”2. Have children name all the foods on the book’s front cover.

3. Ask them why they think the book is called Mouse Mess.4. Say, “Let’s read the book and find out.”

DURING reading:

1. Briefly talk about the pictures on each page, making sure that all labels are pointed

out and read to the children.2. Emphasize the last word in each sentence. Explain to the children that the last word in

each sentence rhymes.3.

Challenge the children to think of other words that rhyme with the. last word in each

sentence.4. On the last two pages of the book, pause before completing the last sentence. Ask the

children to supply the missing words, “ he leaves the mess and goes….”

AFTER reading:

1. Ask the children how their family would feel if they found the mouse’s mess.2. Repeat the poem with the children. Ask them if they think that mice are nice. Have

them give reasons for their answers.

Extension Activity

Mouse Puppet

Fold a flattened coffee filter in thirds. Glue along the bottom seam, so that there will

be a space for a finger to “control” the puppet. Glue on ears (two pink circles), eyesand nose, punch hole for tail, insert yarn and knot at one end.

Have children select pictures of food from the newspaper ads. Cut out the picturesand glue onto a paper plate. Now, they will have a mouse puppet, and a plateful offood for the mouse to enjoy.


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Reading Makes You Feel Good 33

Reading Makes You Feel GoodWritten and Illustrated by Todd Parr


Print Awareness

Things to Get Ready

A copy of Reading Makes You Feel Good, by Todd Parr

Clipboard for recording environmental print

Chart paper and markers

A selection of related books to share during storytime or in the reading corner:o Wild About Books, by Judy Sierrao I Like Books, by Anthony Browne

o My Book Box, by Will Hillenbrand

o

Just Open a Book, by P.K. Hallinan


Ask the children to raise their hands if they like books. (Hopefully everyone will!)Ask them to share why they like books and reading.

Teach them one of the following poems:

BOOKS TO THE CEILING

by Arnold Lobel

Books to the ceiling, books to the sky.My piles of books are a mile high.

How I love them!How I need them!

I’ll have a long beard by the time I readthem.

Big Book, Little Book Poem

by Sarah Barchas

Big books, little books- narrow and wide,Open the book and look inside.

Tall books, short books- old and new.Waiting on a shelf is a book for you,

For me, for you, for me, for you…etc.Let’s read!

Read-Aloud Guide


1. Point to the title of the book and say, “The title of this book is Reading Makes YouFeel Good . The author is Todd Parr. He thought up the story and wrote it down. He

also illustrated the book. That means that he drew all the pictures.”2. Talk about what is happening on the cover picture.


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Reading Makes You Feel Good 34

3. Tell the children that you are going to read about many different ways that readingmakes you feel good. Ask them to listen to see if they like reading for any of the

same reasons.

DURING reading:

1.

On the second picture of the classroom, after reading the text, ask the children if theycan guess what the word says on the teacher’s desk. Point out and read all the other

print on the signs.2. Point out the sign on the trash can that says, “Do not litter.”

3. On some of the pages, point out other print that may be in the illustrations. Onlychoose a few pages for this purpose the first time through so you will not loose the

flow of the text.4. On the library page, ask if any of the children have been to the public library. If

necessary, explain what a library is.

AFTER reading:

1. Ask the children if they can remember any of the reasons why reading makes you feelgood. Turn back to the page(s) that they mention and discuss them briefly.

2. On the last page, the author invites the reader to “See if you can read all the words I put in the pictures!” Tell the children that the next time they read the book, either

later that day or the next day, they can look for all the words in the pictures.

Extension Activity

Word Hunt

Look around the classroom to point out environmental print such as children’s nameson their cubbies or labels on shelves. Tell the children that you are going to all go ona walk around the center to hunt for words. As the children point out words on signs,

write them down on your clipboard. (Make the walk short enough for short attentionspans.)

Later in the day, choose some of the words and write them on chart paper. As a

group, read the words by first giving the children clues, such as: “We saw this word

on the front of the building. It is the name of our school. What does it say?”


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Llama, Llama, Red Pajama 35

Llama, Llama, Red PajamaWritten and Illustrated by Anna Dewdney

Reading Readiness Skills Area(s)



Things to Get Ready

A copy of Llama, Llama, Red Pajama, by Anna Dewdney

Bring in a picture of a llama, or a llama puppet.

Gather a selection of related books to share in storytime and in the reading corner:o Is Your Mama a Llama?, by Deborah Guarinao Froggy Goes to Bed, by Jonathan London

o

Good Night Gorilla, by Peggy Rathman


Explain that a llama is like a camel, only smaller and without humps.

Tell them we will be reading a story about a llama who is having trouble going to bed. Ask what excuses do they use when Momma says it’s time for bed and theydon’t want to go to sleep? (i.e. thirsty, hungry, not sleepy, bathroom, need another

story, kiss, hug, etc.)

Explain the following words from the story and have the children dramatize them:fret, (wring hands, look worried), moan, weep, wail, (over-dramatize the crying),

tizzy (like a temper tantrum), and llama drama.

Read-Aloud Guide

BEFORE you read the book

1. Point to the title of the book and say, “The title of this book is Llama, Llama, RedPajama. The author is Anna Dewdney. She made up the story and wrote it down.

The illustrator is also Anna Dewdney. That means she drew all the pictures.”2. On the cover point out the llama and his red pajamas.

3. How does he look?4.

Let’s find out what happens when it’s bedtime for llama.

DURING reading

1. Read to the page where he frets. Have the children dramatize fret.

2. Read to the page where llama moans and have kids moan.


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Llama, Llama, Red Pajama 36

3. On the page where llama is wailing, ask why the letters are printed so big. Havethem wail. Turn page. Did Mama come running? Why does she have her hands on

her hips? Finish the story.

AFTER reading:

1.

Did llama finally get to sleep? What is llama drama? Did llama use some of thesame excuses you use when you don’t want to go to sleep?

2. Let’s go back and read the story again. This time I want us to look for words thatrhyme (or sound the same) like “llama” “Mama” and “pajama”.

3. Re-read and allow the students to find rhyming words. If possible, write the rhymingwords on chart paper or the chalkboard.

Extension Activity

Play Llama, Llama, Pajama

This game is played like Duck, Duck, Goose but instead of saying Duck, Duck,Goose have the children say llama, llama, pajama. You could also use other rhymingwords from the story to play this game. (drink-sink, phone-moan, doing-boo hooing)

Rhyme, Rhyme, Rhyme With Me

As you are reading the story, the kids may notice that many of the words sound the

same or rhyme. At certain points, stop and ask if the kids can guess what word comesnext, based on the rhyming pattern. Once the story is over, show them some of the

rhyming pairs, and sing a song or play a game with the group using the pairs.

Rhyme with Me (to the tune of “Skip to My Lou”)

As you sing the song, when you get to the blanks, hold up the rhyming pictures, so thatthe children can insert the rhyming words. After singing a couple of the times, ask the

group if they can think of any other rhyming pairs.

Rhyme, Rhyme, Rhyme with meRhyme, Rhyme, Rhyme with meRhyme, Rhyme, Rhyme with me

Rhyme along with me. __________ and ___________are rhymes you see.

__________ and ___________are rhymes you see. __________ and ___________are rhymes you see.

Rhyme along with me.


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Please Puppy Please 37

Please, Puppy, Please by Spike Lee & Tonya Lewis Lee

Illustrated by Kadir Nelson



Letter KnowledgeComprehension

Things to get ready

A copy of Please Puppy Please, by Spike Lee & Tonya Lewis Lee

Small stuffed animal puppy

Markers Chart Paper

Have a CD player or cassette player ready with a pre- selected song

Gather a selection of related titles to be shared during storytime or to place in the

reading corner for the children to explore on their own:o The Great Gracie Chase by Cynthia Rylant

o Spike in Trouble by Paulette Bogano

A Dog Needs a Bone! By Audrey Wood

o Buster by Denise Fleming


Tell the children that you are going to read them a story about a puppy who runs away. Teachthem the following song and/or poem:

Playing Together

by B. Bardige and M. Segal

I am so very lucky.I have a little pup

Who licks my face and playswith me

As soon as I get up.

Whenever I throw a ball to her,She brings it back to me.

One day I threw it much toohigh.

Its catcher was a tree!

Where Has My Little Dog Gone?

Oh where, oh where has my little dog gone?

Oh where, oh where can he be?With his ears so short and his tail so long,

Oh where, oh where can he be?


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Read-Aloud Guide


1. Point to the title of the book and say, “The title of this book is Please, Puppy, Please. The

authors are Spike Lee and his wife Tonya Lewis Lee. They thought up the story andwrote it down. The illustrator is Kadir Nelson. That means he drew all the pictures.”2. Show the cover picture and ask, “What do you think the children and the puppy are

thinking about?”3. Ask, “Why do you think the title says ‘please’? What do you think the children want

their puppy to do? Let’s read the book to find out.”

DURING reading:

1. On the page where the puppy has something in his mouth, ask, “What is the puppydoing? How do you think the girl feels about it?”

2.

“Why do the children want the puppy away from the gate? What could happen?”3.

Briefly talk about what the puppy is doing that the children don’t want it to do. Ask,

“How do you think the cat feels about the puppy? Why?”

AFTER reading:

1. Ask, “What did the puppy finally do that made the children happy? Do you think the catwas happy at the end of the story, also?”

2. Go back and look at several pages. Point out the words “puppy” and “please.” Whenthe word “please” appears in larger letters, read it with more emphasis. Invite the

children to read along.3. Ask, “Did the children ever scold or hurt the puppy?”

4.

Ask the children if any of them have had a puppy and to tell about training it.


“Please Pass the Puppy” Game

1. Have the children stand or sit in a circle.2. Introduce the stuffed animal puppy you brought in.

3. Hand it to one of the children. The child next to him or her says, “Please pass the puppy.” When the puppy is passed to that child, he or she says, “Thank you.” The next

child says, “Please pass the puppy.” When it’s passed, he or she says, “Thank you.”4.

Continue until the puppy is passed around the whole circle.


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“Musical P” Game

1. On a different day, read Please, Puppy, Please again. Emphasize the relationship between the letter “p” and the sound it makes.

2. Ask children to think of as many words as they can that start with the letter “p.” Write

them on chart paper.3.

Have children stand or sit in a circle. Hand one of the children the stuffed animal puppy. Start playing music. The children pass the puppy around the circle.

4. Stop the music and ask the child holding the puppy to name something that starts withthe letter “p.” Continue the music.

5. Children start passing the puppy again. Stop the music and ask the child holding the puppy to say a “p” word. Continue with the game. Try to give each child a turn.

6. If a child has difficulty thinking of a word, give him or her a hint by pointing tosomething, such as a pencil.


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Rhyming Dust Bunnies 40

Rhyming Dust Bunnies by Jan Thomas

Reading Readiness Skill Area


Print Awareness

Things to Get Ready

A copy of Rhyming Dust Bunnies, by Jan Thomas

The song, “Willaby, Wallaby Woo” sung by Raffi or Nancy Cassidy (optional)

A poster with the lyrics Willaby, Wallaby Woo written on it (optional)

Pompoms, glue, popsicles sticks for extension activity

A selection of rhyming books to share during storytime and to place in the readingcorner:

o Here Comes the Big, Mean Dust Bunny, by Jan Thomaso

Llama, llama mad at mama, by Anna Dewdney

o Llama, llama misses mama by Anna Dewdneyo Llama, llama Red Pajama by Anna Dewdney


Tell the children that you are gong to play with the sound of their names and make thename rhyme with a silly word.

Sing or chant the following song. The green highlighted area will have the child’s namewith the first letter changed to a W.

This is a good opportunity to use a pocket chart and sentence strips so you can easilychange the name and the silly rhyming word as you go from child to child while you are

singing the song.

Afterwards use the children’s names to review. Say for example, “Wustin rhymes withJustin, Wavier rhymes with Javier, Woo rhymes with you”.

Willoughby, wallaby woo,

An elephant sat on you!

Willoughby, wallaby wee,An elephant sat on me!

Willoughby, wallaby Wustin,An elephant sat on Justin!

Willoughby, wallaby woo,

An elephant sat on you!


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Read-Aloud Guide


1. Point to the title of the book and say, “The title of this book is Rhyming Dust Bunnies.

The author and illustrator is Jan Thomas. She made up the story and illustrated it.”2.

Ask, “Do any of you have a cat or a dog?” Tell them that sometimes cat and dog hair orfur can collect under furniture and when we try to sweep it up the air makes it move

around so that it’s hard to sweep up. Tell them that these are called “dust bunnies”.3. Show the front cover and ask the children how many dust bunnies they see. Count with

them, “One, Two, Three, Four...Four Dust Bunnies.”4. Let them know that the dust bunnies in the stories rhyme. Say, “The words mat, hat, rat

and ______ rhyme. Log, hog, bog and ________ rhyme. Bee, tea, see and _______rhyme.” Wait to let them think about what might rhyme, then fill in a rhyming word as

needed.

DURING the first reading:

1. Plan to read the story multiple times. This will allow the children to begin to see therhyming patterns. By the second or third reading, they will be able to help tell the story!

(See notes below for suggestions for the second and third readings.)2. During your first reading, read through slowly and point to each character as it says a

word. Our goal during the first reading is to let the children get the flow of the story.

AFTER the first reading:

1. Ask them what they think happened after they were vacuumed up. Accept children’sresponses.

2.

Point out the talking bubbles. Let the children know that we know what each charactersays because the words are written in the talking bubble. Point to a character and ask the

children to find a talking bubble to match the character.

DURING the second reading:

1. During your second reading, point to the words as you read them. When you get to thegreen word which doesn’t rhyme, ask the children, “Does ‘LOOK OUT” rhyme with rug,

hug, and mug? Why does Bob say ‘LOOK OUT’?” Listen to and accept the children’sresponses.

DURING the third reading:

1. The third reading might be on the same day or on a different day or week depending on

the age and interest of your children. During your reading, pause and see if the childrenfill in any rhyming words. For example, “We rhyme all the ____!”, and “rug, hug, ___.”


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Extension Activity

Make dust bunny puppets with pompoms, popsicle sticks and if the pompoms are big

enough, googley eyes. Model having the “dust bunnies” retell the story or say rhyming

words.

Take Home Activity

Eventually, let the children take home their dust bunny puppets in a zip lock with theWillaby Wallaby poem. Ask the parent to make silly rhymes with the members of thefamily’s names. Let them know that our “dust bunny puppets’ have been practicing

saying rhyming words. “They rhyme all the time.”


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Sing-along Songs 43

Sing-along Songs



Things to Get Ready

A copy of Sing-along Songs

CD Player

Any props to go along with the song you choose to teach children that day such asspider stuffed animal for “Itsy Bitsy Spider” or a drum and a bone for “This OldMan,” stuffed animals or animal puppets for “Old MacDonald,” etc.

Craft materials to make an art craft that relates to the song you are learning, for

example, a school bus for “Wheels on the Bus,” or some animal puppets for “Old

MacDonald,” etc. A selection of related titles to share at storytime or place in the reading corner:

o Wheels on the Bus by Annie Kubler

o Itsy-Bitsy Spider by Annie Kublero If You’re Happy and You Know It by Annie Kubler

o Singable songs for the very young: Great with a Peanut Butter Sandwich CD

by Raffi

NOTE: For each song, having books that connect to the content or that arerelated in some way will also help make the song more meaningful for

children. For example, when you focus on “Wheels on the Bus,” having other

transportation books would work well or other books with farm animalcharacters for when you sing, “Old MacDonald had a Farm.”


Ask: “Do you have a favorite song you like to sing?”

Explain that children are going to learn a song that you will sing together today.

Read-Aloud Guide:

This book is a collection of popular sing along songs. Choose one song to focus on andrepeat reading and singing the song often before learning another song. Below is a generalguide about how you can go about working with the song so children really get an

opportunity to develop phonological awareness.

BEFORE you read the song:

1. Point to the title of the song and say, “The title of this song is ______.”


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Sing-along Songs 44

2. Ask the children what they see in the picture and what they think this song could beabout.

DURING reading:

1.

The first time you go over the song, point to the words as you sing them. Read awhole verse this way. Then, go back over the verse as you say each line and have

children repeat the line with you. Next, sing the whole verse together. Move on to theother verses in the same way.

2. Then play the song on the CD and have children practice singing the song a secondtime as you hold up the book and point to the words. Repeat until most children are

comfortable with the song. If there are actions that can go along with the song, teachthem to the children.

3. Then, if you have props, use them as you sing, asking children to pick out and use theappropriate props at the appropriate time in the song.

4.

Finally, a fun way to have children sing the song once they are familiar with it, is toleave out a few of the ending words so children can fill them in as you sing together.

AFTER reading:

1. Once children are really familiar with the song, ask them to tell you what happens in

this song.2. If you used props, have them retell the song using the props.


Make an art craft that children can use to remember the song. For example, you mightmake a school bus for “Wheels on the Bus,” or animal puppets for “Old MacDonald,”

a paper plate happy face for “If You’re Happy and You Know It,” or bunny ears for“Do Your Ears Hang Low?” etc. As children make the art craft, play the song in the

background and encourage them to sing along.

Read a book that relates to the song.

Take Home Activity

Encourage students to bring home their art craft and sing the song at home for their

parents.


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There Was A Coyote Who Swallowed A Flea 45

There Was a Coyote Who Swallowed A Flea By Jennifer Ward

Illustrated by Steve Gray



Things to Get Ready

A copy of There Was A Coyote Who Swallowed A Flea, by Jennifer Ward

Non-fiction book about coyotes,

Large piece of paper for writing,

Markers Tape

A selection of related titles to share during storytime or in the reading corner:o There Was An Old Lady Who Swallowed A Fly by Simms Taback

o I Know A Shy Fellow Who Swallowed A Cello by Barbara Garrielo

There Was An Old Lady Who Swallowed a Trout, by Teri Sloat

o Welcome to the World of Coyotes by Diane Swanson


Ask the children what they like to eat.

Ask them what might happen if they eat too much of something. Tell the children that they will hear a story about someone who eats unusual things.

Explain the meaning of ‘unusual’ if the children are unfamiliar with the word.

Read-Aloud Guide


1. Point to the title of the book and say, “The title of this book is There Was A Coyote

Who Swallowed A Flea. The author is Jennifer Ward. She made up the story andwrote it down. Stephen Gray is the illustrator. That means he drew all the pictures.”

2.

Show cover of the book; ask them where they think the story takes place.3. Ask the children what they think the coyote will eat first.

DURING reading:

1. Start reading the story. Stop as you read and show the pictures. See if children can

predict which animal will be eaten next.2. Have the children repeat the refrain “Yippee-o-ki-yee” with you.


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There Was A Coyote Who Swallowed A Flea 46

3. Since there is a pattern to the story, pause and encourage the children to join you inrepeating the names of the animals eaten. For example, “He swallowed the (pause) to

catch the (pause).”

AFTER reading:

1.

Ask the children if they think the story could really happen. Have them explain theiranswers.

2. Ask them to tell you what they liked best about the story. Encourage them to explaintheir reasons to you.

Extension Activity

Show a picture of a real coyote and ask the children to tell you what they think a

coyote would eat. Use a true book about coyotes to provide information and to showadditional pictures of coyotes. Make a chart with the children comparing and

contrasting a real coyote and with the one from the story. When finished-have the children count how many things are the same, and how many

things are different about the coyotes.


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ABC T-Rex 47

ABC T-RexWritten and illustrated by Bernard Most


Letter Knowledge


Things to Get Ready

A copy of ABC T-Rex, by Bernard Most

Write children’s names on a name tag.

Make alphabet cards starting with the first letter of each child in the class. Be sure to

make the letters uppercase. If you have students whose names start with the same

letter, make them each a card.

A selection of related titles to share during storytime or to place in the reading corner:o Animal Alphabet, by David Wojtowycz

o Max’s ABC, by Rosemary Wellso The Dinosaur Alphabet Book, by Jerry Pallota


Sing the ABC song or say the following poem.

Five DinosaursFive dinosaurs went out to play

Out in the land of the lost one day.Tyrannosaurus Rex ate one for a snack

Only four dinosaurs came back.-continue the rhyme until (3-2-1)

No dinosaurs went out to playOut in the land of the lost one day.

Tyrannosaurus Rex looked for something to munchBut he couldn’t find a dinosaur to eat for his lunch.

Read-Aloud Guide


1. Point to the title of the book and say, “The title of this book is ABC T- Rex. The

author and illustrator is Bernard Most. He made up the story and wrote it down. Theillustrator is Bernard Most that means he drew all the pictures.”

2. Show the children their name tags but don’t hand them out.


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ABC T-Rex 48

DURING reading:

1. Read the book through once. Stop on any words that the children may be unfamiliarwith and explain the words to them. (appetizing, delicious, gobbled, irresistible,

luscious, nutritious, quenching are good examples that students might not know).

2.

Hand out the name cards to the kids. Read the book a second time. When it comes tothe letter that starts with that child’s name have the student stand up.

AFTER reading:

1. After reading the book a second time have the children sit down on the floor. Turnthe alphabet cards face down. Let each child pick a card.

2. On the child’s turn the child says the letter and then gives the letter to the child whosename that letter starts with.

3. After each child has gone have him/her tell the class what letter his/her name beginswith.

Extension Activity

Hand out the alphabet cards. Stop and look at the letter pictures that students’ first

names start with. For example, on the P page there are pictures of pickles, potato

chip, peanuts, and pies. The back of the book lists things to look for on each of the pages.

Play “I am going on a picnic.” Give each of the students his/her alphabet card. Have

each student think of something that he/shecould bring on a picnic that starts withhis/her name. For example, Isaac would bring ice cream.


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Alphabet Under Construction 49

Alphabet Under ConstructionWritten and Illustrated by Denise Fleming


Letter Knowledge


Things to Get Ready

A copy of Alphabet Under Construction, by Denise Fleming

Create a movement cube for the Movement Cube Game.

o Small, cube-shaped cardboard boxo Six new vocabulary words from the story that relate to movement

o Markers

o

Colored Papero Write a new vocabulary word from the story on each side of the cube. To

make it more interesting for your kids, decorate with colored paper and

markers.

Gather a selection of related books to read during storytime or to place in the library

corner.o Animal Action, by Karen Pandello ABC T-Rex, by Bernard Most

o Shiver Me Letters: A Pirate ABC, by June Sobel


Read the following poem

MOUSE

In the woods

I saw a mouseI built her a little mouse’s house

She pushed the leaves,

She pulled the hay,She built her mouse’s house her way.

-Sharon Bailly


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Alphabet Under Construction 50

Read-Aloud Guide


1. Point to the title of the book and say, “The title of this book is Alphabet Under

Construction. The author and illustrator is Denise Fleming. She made up the story andshe drew all the pictures.”2. Hold up the book, point to the picture on the cover and ask the children to describe

the contents of mouse’s toolbox. Have them predict what mouse might do with thevarious objects.

3. Ask the children how the picture on the cover goes with the title. Talk about the word“construction”. Ask them why they think the book is called Alphabet Under

Construction.

DURING reading:

1.

As you read, stop and talk with the children about any unfamiliar vocabulary words.2.

Point out how the first letter of the action and the alphabet letter are the same.

3. Show how the illustrations match the action of each letter.

AFTER reading:

1. Ask the children to describe the illustration they liked best, and tell why they liked it.

Extension Activity

Movement Cube Game

1.

Explain to the children the difference between moving a little and moving a lot. Practice big and little movements. Practice each of the movements on the movement cube for just

a little bit. As you do each action, point to its beginning letter on the alphabet chart.2. Now the children are ready to play the game. Have them stand in a circle. Explain that

each child will get a chance to roll the cube. After rolling the cube, all children will perform the top movement.

3. Pass the cube, and continue the game around the circle. To make the game moreinteresting, ask the children to perform either big or little movements.

4. Note: If you don’t have a cube shaped box, you could use index cards as an alternative.Shuffle the cards and let the children take turns choosing a card. The children will then

do the movement on the card.


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Max’s ABC 51

Max’s ABCWritten and illustrated by Rosemary Wells

Reading Readiness Skill Area:

Letter Knowledge

Things to Get Ready

A copy of Max’s ABC, by Rosemary Wells

If possible bring in a small child’s size ant farm for the children to observe

Half sheet of paper with the initial letter of each child’s name, for example, M forMike and B for Barbara.

Ant Stickers

A selection of related books to share at storytime or in the reading corner:

o

Hey, Little Ant, by Phillip and Hannah Hooseo Chicka Chicka Boom Boom by Bill Martin and John Archambault

o Eating the Alphabet, by Lois Ehlert


Ask the children if they know who Max and Ruby are.

Tell them that Max and Ruby are going to have some problems with ants.

Each page shows a different letter of the alphabet. Sing the “Alphabet Song” or “The

Ants Go Marching”.

The Ants Go Marching

The ants go marching one by one,

Hoorah, hoorah,The ants go marching one by one,

Hoorah, hoorah,The ants go marching one by one,

The little one stops to suck his thumb,And they all go marching down, to the

ground, to get out of the rain,Boom, boom, boom

The ants go marching two by two…….

The little one stops to tie his shoe…..

The ants go marching three by three……The little one stops to scratch his knee……

The ants go marching four by four………

The little one stops to shut the door……

The ants go marching five by five………The little one stops to take a drive………

The ants go marching six by six………

The little one stops to pick up sticks……

Seven by seven…….The little one stops to point to heaven……


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Max’s ABC 52

Eight by eight…………….The little one stops to close the gate…….

Nine by nine…….

The little one stops to draw a line……

Ten by ten………..The little one stops to sing it again .

Read-Aloud Guide


1. Point to the title of the book and say, “The title of this book is Max’s ABC. The

author is Rosemary Wells. She made up the story and wrote it down. The illustratoris also Rosemary Wells. That means she drew all the pictures.”2. Show the cover of the book. Point out Max. What is he wearing on his shirt?

3.

Show the inside cover and point out the alphabet letters and the ants. Point out theants on Max’s popsicle. Do you like it when ants get on your food? Let’s find out

what Max does to get rid of the ants.4. Show title page. Point out the ants getting out of the ant farm. What do you think the

ants will do? Let’s read.

DURING reading

1.

Read. After the C page, ask why Max poured the cranberry juice on the ants. Afterthe E page, point out Max’s sister Ruby.

2. After the F page, ask why Max took off his pants “fast”. On the I page, ask why Maxsays “itch, itch, itch”.

3. After the J page, ask why Max jumped in the bath? R page—why did Ruby make atrail of crumbs?

AFTER reading

1. Did Max get rid of the ants at the end of the story? Name some of the places the antswent in the story.

2. Where did the ants go at the end?

Extension Activity

Have student place ant stickers onto the initial letter of their name. Use this

opportunity to say things like, or “You’re putting ants on your letter L.” Students may

also draw picnic items on their letter like they saw in the book.


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Shiver Me Letters 53

Shiver Me Letters by June Sobel

Illustrated by Henry Cole


Letter Knowledge


Things to Get Ready

A copy of Shiver Me Letters: A Pirate ABC, by June Sobel

“Treasure Chest” materials:o

Treasure chest sheets (make enough copies for 1 chest per child)o Gold coins game sheet (Make enough copies for all letters in each child’s first

name. Use gold-colored paper if possible.)o

Markers or crayons

o Scissorso Envelopes

o Glue

A selection of related titles to share during storytime and in the reading corner:o Alphabet Under Construction by Denise Fleming

o Chicka Chicka Boom Boom by Bill Martin, Jr.o

Tough Boris by Mem Fox

o

How I Became A Pirate by Melinda Long


Tell the children they will be hearing a story about pirates and letters of the alphabet.Choose either of the following poems to teach them.

A Children’s Pirate ShantyBy Mark “cap’n Slappy” Summers

I'm a pirate! That I be!I sail me ship upon the sea!

I stay up late - till half past three!And that's a peg below me knee!

(You might want to add, “Yo, ho, yo, ho a pirate’s life for me!”)


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Roger the PirateBy "Coconut Bob" Karwin

My name is Roger the Pirate and my favorite letter is "R"

I sail the seas, Plundering ships

With cargo that starts with "R" So if you’re on a ship that’s carrying....

Radishes and Raincoats Right handed Rabbits

Rhinos and Race Cars and Red Rocket ships

You know I’ll be coming, across the ocean so far Because my name is Roger the Pirate and my favorite letter is "R"

Read-Aloud Guide


1. Point to the title of the book and say, “The title of this book is Shiver Me Letters: A

Pirate ABC. The author is June Sobel. She thought up the story and wrote it down.The illustrator is Henry Cole. That means he drew all the pictures.”

2. Ask the children if they know what sound pirates like to make. If someone says,“Aarr,” ask, “What letter of the alphabet does that sound like?” If the children

learned the “Roger the Pirate” poem you can refer back to it.3. Ask the children what they think a “pirate ABC” is. Tell them to listen to the story

and see.

DURING reading:

1. As you are reading, explain any of the words you think the children may not knowsuch as: land ho, capture, quest, anchor, etc.

2. The first time you read the book, point out most of the hidden letters. The childrenwill soon want to help you. Tell them that you will read the book again and they can

help point out all of the letters.3. After reading the “Q” and “R” page, ask the children what letter comes next before

turning the page. After their guesses, say “Let’s turn the page and find out.”

AFTER reading:

1. Ask the children if the crew found all the letters. Where did they find a “Z”?2. If children are interested, read the story again and let them point out the hidden letters

on each page.


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Extension Activity

Treasure Chest Activity

1. Neatly write the first name of each child on a treasure chest using upper and

lowercase letters.2.

Children can glue their treasure chests onto an envelope.3. Write all the letters needed for children’s names on the coins.

4. Help children cut out the coins they will need for each of their names.5. Children can store the letters of their names in their treasure chest envelopes.

6. Quiz children on the letters in their names by asking them to identify letters whenthey are taken out of the envelope.

7. Using the treasure chest as a model, children can place their letters in the correctorder to spell their names.

8. As children work with this activity, you can ask them questions such as, “What sounddoes this letter make?” or “What other words start with the same letter as your

name?”


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The Sleepy Little Alphabet 58

The Sleepy Little Alphabet by Judy Sierra

Illustrated by Melissa Sweet

Reading Readiness Skill Areas

Letter Knowledge

Phonemic Awareness

Things to get ready

A copy of The Sleepy Little Alphabet by Judy Sierra

Cut out letters from the attached Alphabet Sheet and glue onto tag board or thick paper.

Gather a selection of related books to share during storytime or to place in the readingcorner for the children to explore on their own.o Chicka Chick Boom Boom by Bill Martin Jr.

o Max’s ABC by Rosemary Wellso How Do Dinosaurs Say Goodnight? By Jane Yolen

o Shiver Me Letters: A Pirate ABC by June Sobelo If You Were My Bunny by Kate McMullen


Show the children the book and tell them that they are going to take a trip to alphabet

town and try to get all the sleepy letters to bed. Show the children one alphabet card at time while it’s completely covered with a

blank card. Tell them that one letter is already asleep in his bed. Let them know thatyou are going to uncover only a part of the letter so that you don’t wake him or her

up. Uncover only a very small part of the letter by pulling the “covers” down, up andthen to the right and left. After uncovering each part have them try to guess which

letter is asleep in bed. You can give them support beforehand if needed by writingseveral letters on the board, naming them and then having the children guess which

letter is asleep based on the clues.

Read-Aloud Guide


1. Point to the title of the book and say, “The title of this book is The Sleepy LittleAlphabet. The author is Judy Sierra. She made up the story and wrote it down. The

illustrator is Melissa Sweet. She did all the pictures.”2. Tell the children that before the alphabet letters go to bed they like to have the “ABC

Song” sung to them. Ask them how they think the class should sing the song if it’s a


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The Sleepy Little Alphabet 59

before bedtime song (soft or loud, high or low, fast or slow)? Ask them why they wouldsing it the way they mention. Allow children to discuss their opinions. Open the cover

of the book and point to the ABC’s as you sing the song.

DURING reading:

1.

Children love to read their favorite books repeatedly. This book lends itself to multiplereads. Since it has predictable rhyme you can leave out a rhyming word and have the

children join in, for example, “the little letters skitter-skatter, helter-skelter, what’s the _________?” Read the last part with great concern to give them a clue. Many places in

the story lend themselv

Reading Readiness 2011

Documents

Transcript of Reading Readiness 2011