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Contents
Introduction About This Guide Authors Name Bonsall Hoban, L. Hoban, L. Hoban, L. Hoban, R. Kessler Mozelle Lobel Lobel Lobel Lobel Lobel Lobel Lobel Parish, P. Parish, P. Parish, P. Parish, P. Parish, H. Schwartz Title The Case of the Hungry Stranger Arthurs Funny Money Arthurs Loose Tooth Arthurs Pen Pal A Bargain for Frances Here Comes the Strikeout Zacks Alligator Frog and Toad Are Friends Frog and Toad Together Frog and Toad All Year Mouse Tales Mouse Soup Owl at Home Grasshopper on the Road Amelia Bedelia Thank You, Amelia Bedelia Amelia Bedelia and the Surprise Shower Play Ball, Amelia Bedelia Amelia Bedelia 4 Mayor In a Dark, Dark Room and Other Scary Stories Graphic Organizers 28 29 4 5 6 8 9 10 11 12 14 16 18 19 20 21 22 23 24 26 27 2 3

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Dear Teacher, HarperCollins Childrens Books is pleased to present this guide to our I Can Read! series. Begun in 1957, the I Can Read! list includes more than 200 titles. I Can Read! books have been awarded honors reserved for distinguished childrens books: Newbery and Caldecott Honors and ALA Notable Awards, to name a few. They feature a fabulous cast of charactersthis collection will introduce your students to the joys of reading through Amelia Bedelia, Frog and Toad, and many others. Whether you are reading to children or with children, or guiding them during independent reading, the I Can Read! Classroom in a Box will provide you with great literature and activities designed to enhance language arts instruction. Your students will gain insights and make connections between their world and the stories. Through these exercises readers will become active participants in learning, thereby building vital literacy skills. Your Classroom in a Box collection includes 6 copies each of 20 titles. In addition, there is a classroom poster with a complete list of I Can Read! titles, a set of 25 reading journals with a reading log and stickers for your students, plus a teachers guide with activities for each story in the collection. For more information and activities, please be sure to visit our website at www.icanread.com. Happy Reading!

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About This Guide:

Each entry in this Teachers Guide includes: Story Summary Guided Reading Level Objectives Pre-reading, During Reading, and After Reading Activities To enhance your use of this guide, we offer the following definitions: PRE-READING Reading is a process that begins before the book is read. Pre-reading activities and discussions give purpose and focus to the reading experience. DURING READING As students listen to or read stories, they find out information and use literacy skills to make the story meaningful. Reading reinforces vocabulary and fluency, helps students to make sense of new words in context, and allows the reader to become engaged by characters and story plot. AFTER READING Returning to the text gives students opportunities to validate their understanding of the illustrations, characters, and story elements. It enhances criticalthinking skills as they draw on evidence from the text and allows them to make connections between their own lives and the story. Writing activities, discussion, and sharing can be used to explore students thoughts and feelings about what they have read.

The literacy skills and objectives reinforced through the activities in this guide include: Authors purpose Chapters Character analysis Compare and contrast Drawing conclusions Fiction versus nonfiction Following directions Genre Letter writing Locating answers Main idea and supporting details Making inferences Patterns of language Predicting outcomes Problem and solution Sequencing events Story elements Summarizing Theme Vocabulary skills

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The Case of the Hungry Stranger

written and illustrated by Crosby Bonsall
Summary: Wizard is a private eye with a case to solvehe has to find out who ate Mrs. Meechs blueberry pie. With the help of Tubby, Skinny, and Snitch, he finds the hungry stranger with blue teeth . . . a dog! GRL K

Objectives: Study genre. Identify problem and solution. Identify story elements.
PRE-READING Activity 1 Look at the books title and the authors name. Ask the group what the case of means. Discuss mysteries. Ask the students to predict what the story will be about based on its title. What is the problem in the story? Activity 2 Take a picture walk through the book. Ask the students to tell what they observe about the characters in the story. Read the signs on the clubhouse aloud. Talk about having a clubhouse. Write private eye on the board. Discuss the meaning. Have readers brainstorm words that describe a private eye and write the answers on the board. Activity 3 Bend pipe cleaners to make magnifying glasses for the group. Tell the students they will be reading detectives and will look for clues to solve the case. DURING READING Activity 4 Read through page 9 aloud. As you read, discuss the setting. Be sure to read the signs and point out the book that Wizard is reading in the illustrations. Discuss the characters and their relationships. Read to the bottom of page 17. Discuss the mystery. Continue to read the rest of the story to the end. 4 AFTER READING Activity 5 Write on the board: who what where when why how Have the group go back to the story using their magnifying glasses and find the story elements. This activity can be individual or cooperative. Activity 6 Discuss nicknames. Take a survey of the group and their nicknames. Ask how they got their nicknames. Chart responses. Have the students recall the characters names from the story. Why were they given those nicknames? Activity 7 Ask students if they knew who the hungry stranger was during the reading of the story. When did they figure it out? What clues gave it away? If they were wrong, who did they think it was? Why? Activity 8 Discuss the parts of a mystery. There is usually a detective, or someone who solves the problem. There is a problem to be solved, often a missing object. There is a perpetratorthe person or animal who caused the puzzle, a plan to find the object, clues throughout the story, and a solution. Have students write their own mystery: The Case of the Missing ______________.

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Arthurs Funny Money

written and illustrated by Lillian Hoban
Summary: Arthur has to buy a cap and a T-shirt for his Frisbee team uniform. Arthurs little sister Violet needs help solving a math problem. At Violets suggestion, Arthur opens a bikewashing business to raise money, and both Arthur and Violet learn lots of math! GRL K

Objectives: Identify problem and solution. Identify story elements.

PRE-READING Activity 1 Read the books title and the authors name to the students. Have the group discuss the cover and predict what the story will be about. Tell the students they will listen to or read the story to find out Arthurs problem and how he solves it. Activity 2 Hand out the Story Journal found at the back of the Teachers Guide. Have the students fill out the top section. DURING READING Activity 3 Read page 7. Tell the group that there are number problems in this story. Give each student a piece of paper to write down important numbers. Have the students fold their paper in half. One half is for Arthur, the other is for Violet. Encourage the group to take notes. Model note taking on a chart as you read. Pay attention to important facts, such as how much money Arthur started with. Continue reading. AFTER READING Activity 4 Have the students check their predictions in the Story Journal. Give them time to complete the rest of the journal. Discuss answers as a group. 5 Activity 8 Think of other ways people can raise money. Develop other fundraisers as a group and think of worthy causes that would benefit. Write a letter to the principal asking to have a fundraiser in the school. Activity 5 There are many number problems in the story. Have the students go back to the text and write the number problems and number sentences. For example, Violet had 5 peas. Arthur took away 3, then gave her back 2. How many peas does Violet have now? (5 3 + 2 = 4) Activity 6 Answer the following comprehension questions: 1. What is Arthurs problem? 2. How does he try to solve his problem? 3. What other problems does he encounter along the way? 4. How is Violet a good helper? 5. How are Violet and Arthur related? How do you know? 6. How does Arthur help Violet? 7. What are some things that Arthur is good at? 8. Does Arthur solve his problem? Activity 7 Have the students write their own number problems. Pass these problems out randomly and let the students try to solve them. Look at the answers together to see if they were answered correctly. Keep the students names confidential.

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Arthurs Loose Tooth

written and illustrated by Lillian Hoban
Summary: Arthur calls his sister Violet a scaredy-cat because she is afraid to go into the dark alone. But Arthur is scared of something too. Through Violet, Arthur learns that real bravery is doing something that scares you in spite of the fear. GRL K

Objectives: Identify the main idea. Learn vocabulary skills. Practice sequencing.
PRE-READING Activity 1 Look at the books cover and the authors name. Discuss the title of the story and how the title describes the main idea. Activity 2 Discuss having a loose tooth. Ask readers to share stories about a time they lost a tooth. Activity 3 Put the suffix -less on the board. Explain to the class that when we put -less on the end of a word it changes the meaning. Tell the group that -less means lack of. Give the example of the words fear and fearless. Explain that fear is being afraid or scared, but being fearless is lacking fear. Use other examples, such as homeless, mindless, and speechless. Have the group think of other words with the suffix -less. Use the words in meaningful sentences. Hand out the Suffix worksheet from the next page. Activity 4 Tell the group they will listen or read to find out what happens to Arthurs loose tooth and to recall the sequence of events in the story. DURING READING Activity 5 As you read page 7, think out loud about the characters. For example, say, I guess Violet and Arthur are brother and sister. How do I know this? Activity 6 Read on to find out what happens to Arthurs loose tooth when he is with the baby-sitter. Stop at the bottom of page 11. Why is Violet scared? Ask students to raise their hands if they would be afraid to go upstairs in the dark alone. Read on to see why Arthur is afraid. Continue to page 18. Say, If Arthur is afraid of blood, he may have a difficult time loosing a tooth. It can be bloody when a tooth falls out. Activity 7 As you read page 41, discuss what it means to be brave. On page 45, ask the group how Violet proved she was brave. Read to the end. Discuss how Arthur lost his loose tooth because he was brave, just like Violet. AFTER READING Activity 8 Discuss the main idea of the story with the group. Write it on a chart. Arthur had a loose tooth. In the end he lost his tooth because he was brave. Have the students go back to the text to write the main events from the story in sequence.

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Arthurs Loose Tooth

Suffix worksheet

NAME:

DATE:

A suffix is a word ending that changes the meaning of the word. -less means being without and -ful means having a lot of. Add a suffix to the end of a root word to make a new word. Write the meaning next to the new word.

Root

Suffix

New word

Definition

Use

Hope

Color

Joy

Harm

Fear

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Arthurs Pen Pal

written and illustrated by Lillian Hoban
Summary: Arthur thinks his pen pal sounds like more fun than his little sister. Little sisters arent good at things like arm wrestling and karate. Or are they? In a surprise twist, Arthurs pen pal turns out to be a girl, and when Arthur thinks about his sister Violets qualities he decides he doesnt want to swap her for anyone! GRL K

Objectives: Write a friendly letter. Identify changes from the beginning to the end of a story.
PRE-READING Activity 1 Look at the books cover and the authors name. Discuss other books that the group has read by Lillian Hoban. Have students predict what the story will be about based on the cover and what readers already know about the characters. Activity 2 Discuss the relationship between Arthur and Violet. Ask students to describe their relationships with their siblings. Activity 3 Write pen pal on the board in a large circle. Draw lines from the circle to create a semantic web. Have the group fill in what they know about pen pals. Make sure the concept is clear. Tell the group that they will listen to or read the story to find out about Arthurs pen pal. DURING READING Activity 4 Read the story uninterrupted. AFTER READING Activity 5 Have students answer the following comprehension questions, going back to the text to find answers. 8 Activity 8 Have students read the story aloud as a play. Assign the roles of a narrator, Arthur, Violet, baby-sitter, and audience members. 1. Why does Arthur assume that his pen pal is a girl? 2. Why does Violet agree to Indian (arm) wrestle Arthur? 3. What does Arthur wish for in the beginning of the story? 4. How does he feel about his sister Violet in the beginning of the story? 5. Why do his feelings change in the end? 6. What lesson does Arthur learn in this story? 7. Name something you are good at doing that your sibling is not good at. Activity 6 On chart paper, write a friendly letter to Arthur telling him why he should be nice to his sister. Hand out the Friendly Letter worksheet found at the back of the Teachers Guide. Have the students label the parts of the letter. Activity 7 Put the names of each student into a hat. Have everyone pick a name. Tell the students to write a friendly letter to the person whose name they picked. Make sure that they give information about themselves and include something about a brother, sister, or other close family member.

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A Bargain for Frances

by Russell Hoban, pictures by Lillian Hoban
Summary: Frances often gets the worst of it with when she plays with her friend Thelma. When Thelma tricks Frances into buying her tea set, Frances is determined not to get taken advantage of again. Frances finds a clever solution and shows Thelma what she expects in a friend. GRL K

Objectives: Identify problem and solution. Identify the main idea.

PRE-READING Activity 1 Read the books title and the authors and illustrators names. Ask the group what a bargain is. Explain that getting a bargain is getting something for a good price. Ask the group to think of something they got for a bargain. Why was it a bargain? Activity 2 Look at the cover illustration. What is happening? Tell the group that they will listen or read to find out what kind of bargain Frances gets. Remind students that the title is the main idea of the story. DURING READING Activity 3 Read to the bottom of page 12. Why does Mother tell Frances to be careful? Ask the group if they have any friends like Thelma. Read to the bottom of page 39. Ask the class how the play date turned out. Did Frances get the worst of it, as her mother warned? What is Francess problem? Read the rest of the story to see how Frances handles Thelmas actions. AFTER READING Activity 4 Discuss why the story is called A Bargain for Frances. Ask for examples, such as Frances thought the tea set would cost $2.17, but it only cost her $2.07, so there 9 was 10 left over for candy. In a larger sense, Frances got everything she wanteda china tea set and a friend. Activity 5 Ask students to write a summary about how Frances got tricked in the beginning of the story, and how she played a trick in the end. Point out that Frances had a problem and she solved it. Activity 6 Ask students to answer the following comprehension questions: 1. Why does Frances have to be careful of Thelma? 2. How do you think Thelma will treat Frances after the tea set problem? 3. What does Frances do in the end to show she is a good friend and sister? 4. What would you have done if you were in Francess place? 5. What lesson does Frances teach Thelma? Activity 7 Frances likes to talk in rhyme. Have students find the rhymes in the story and read them aloud. Let readers explain why Frances made them up. In groups of two, have students create short, silly rhymes about things in the classroom or school activities.

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Here Comes the Strikeout

written and illustrated by Leonard Kessler
Summary: Bobby cant hit a baseball. After twenty-one times at bat, his record is twenty-one strikeouts. Bobby gets some coaching from his friend Willie. Bobby practices hard. In the big game, he comes through for his team! GRL I

Objectives: Identify problem and solution. Study new vocabulary.

PRE-READING Activity 1 Read the books title and the authors name aloud. Have the students look at the cover illustration and predict what the story will be about. Ask the students to describe the boys facial expression. What sport is he playing? Have them fill out the first part of the Story Journal worksheet found at the back of the Teachers Guide. Activity 2 List new vocabulary words on the board: baseball strikeout bat hit out fast ball home plate pitch glove fly ball shortstop inning batters box Ask the group to tell what these words all have in common. Tell the group that these words will appear in the story. Ask students to explain what they mean in their own words. Activity 3 Tell the students they will listen to or read the story to look for new vocabulary words and to find out the boys problem and how he solves it. DURING READING Activity 4 Read to the bottom of page 20. What is the boys name? Why do the Sluggers call him the strikeout? Read to the bottom page 26. Ask the class what Bobbys mother suggests. Discuss hard work. Read 10 the rest of the story to see if Bobby can learn to hit the ball and overcome his weakness. AFTER READING Activity 5 Discuss how Bobby turned a weakness into a strength. Have the group give examples. Activity 6 Hand out the Friendly Letter worksheet found at the back of the Teachers Guide. Ask the group to write a thank-you note to Willie for teaching Bobby how to hit the ball, and for never giving up on him. Activity 7 Have students complete the Story Journal. Activity 8 Have students write the new vocabulary words in meaningful sentences. Activity 9 Ask readers to answer the following comprehension questions: 1. How did Bobby feel in the beginning of the story? Why? 2. What was the first nice thing Willie did for Bobby? 3. How did Willie get Bobby to hit the ball? 4. Sometimes luck helps, but what should you do if you want to get better at something? 5. How did Bobby feel at the end of the story? Why?

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Zacks Alligator
written by Shirley Mozelle, pictures by James Watts
Summary: When Bridget the alligator arrives in the mail, she looks like a regular key chain. But when Zack soaks her in water she becomes a real live alligator. Bridget sees the world with fresh eyes, and this leads to many funny incidents. At the end of the day, Bridget turns into a key chain again, and Zack promises to water her tomorrow. GRL K

Objective: Develop sequencing skills.

PRE-READING Activity 1 Read the books title and the authors and illustrators names aloud. Look at the cover illustration and have the group predict what the story will be about. Activity 2 Write the word alligator in a circle on the board. Have the students tell what they know about alligators. Tell the class they will listen to or read the story to find out about Zacks alligator. DURING READING Activity 3 Ask students to look at the package shown on page 5 and pay attention to its labels. Discuss the word fragile. Continue reading to the bottom of page 8. What is in the package? Read the letter aloud. Read pages 9 through 14 to see what happens when Zack puts the alligator in water. Continue reading to find out how Zack and Bridget spend the day. Ask the students if they think Zack should water Bridget again tomorrow. AFTER READING Activity 4 Ask the group to answer the following comprehension questions: 1. How does Zack get Bridget? 2. Where is she from? 11 3. What is the first thing Bridget wants to do? 4. Does Zacks mother believe that he has an alligator? Explain. 5. What would you do if you had an alligator for a day? Activity 5 Have students go back to the story and record the events in Zack and Bridgets day. Make sure they are in the correct sequence. Activity 6 Discuss whether the story is fiction or nonfiction. Have the group support their answers with examples from the story. Activity 7 Ask the group to brainstorm other places Zack could bring Bridget. Make a list of the students ideas. Have readers pick their favorite idea and write a sequel to Zacks Alligator. Activity 8 Have students write a thank-you note to Uncle Jim for the gift, using the Friendly Letter worksheet found at the back of the Teachers Guide. Ask the students to include things from the story that Uncle Jim would enjoy hearing about.

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Frog and Toad Are Friends

written and illustrated by Arnold Lobel
Summary: From writing letters to going swimming, telling stories to finding lost buttons, Frog and Toad are always there for each otherjust as best friends should be. This is the first of the books about Frog and Toad. It won a Caldecott Honor award in 1971. GRL K

Objectives: Study theme (friendship). Study character analysis. Practice summarizing.

PRE-READING Activity 1 Pass the Frog and Toad books around the group. Have the students take a picture walk. Let each student look at all three books. Ask the students to tell what they notice about the collection. Make a list of all the observations. Prompt them to pay attention to characters, setting, and theme. Activity 2 Tell the group you will be starting with the book Frog and Toad Are Friends. Discuss friendship. Write the word friendship in a large circle on the board. Have the students tell what friendship means to them and write their words around the outside of the circle. Explain that you will listen to or read the stories to find out about the friendship between Frog and Toad. DURING READING Activity 3 Look at the table of contents with the group. Read the name of each story aloud and have students give the page number where each story begins. Have them predict what each story will be about. Activity 4 Read Spring to the bottom of page 5. Ask the students to look at the illustration and tell what time of year it looks like. Read the rest of the story. 12 Ask the group why Frog woke Toad. What did he do to get him up? Activity 5 Read The Story to the bottom of page 17. Why does Toad tell Frog a story? Read the rest of the story to find out Toads problem, and then discuss how he solves it. Activity 6 Read A Lost Button to the bottom of page 29. What is Toads problem? Read on to find the solution. Activity 7 Read A Swim to page 41 to learn how Frog and Toad are different. Read the rest of the story. Ask the students how Frog proved to be a good friend. Activity 8 Read The Letter to the bottom of page 54 to learn why Toad is sad. Read the rest of the story to see if he gets a letter. Ask why it took so long. AFTER READING Activity 9 Ask the group to answer the following comprehension questions about each story:
Spring

1. Why is Toad sleeping?

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2. Why do you think Frog wants him to get up? What activities does Frog want to do? 3. Compare Frog and Toads personalities in this story. 4. How did Toad feel when he was woken up? How do you feel when you are woken up? 5. Why did Frog tell Toad it was May? What month was it?
The Story

The Letter

1. Why is Toad so sad? What is another word for sad? 2. Why are Frog and Toad sad together on page 55? 3. Why did Frog go home? 4. How long did it take for Toad to get the letter? Why? 5. Tell something that happened in the story that shows good friendship. Activity 10 Have the students write down what they know about Frog and Toad using a venn diagram. This will show the similarities and differences between the characters. Save the diagrams so that students can add to them when the group studies the next two Frog and Toad books.

1. How does Toad know that Frog is not well? What does he say? 2. What problem does Toad have? 3. How does he try to solve his problem? Does it work? 4. Why do Frog and Toad trade places on page 25? 5. Why do you think Frog had an easy time thinking up a story?
A Lost Button

1. 2. 3. 4.

What does Toad say when he is upset? What is his problem in the story? How does Frog show that he is a good friend? Tell something that you learned about Toads personality in this story. 5. What does Toad realize at the end of the story? What does he do to make up for giving Frog a hard time?
A Swim

Frog

Similarities

Toad

Differences

Activity 11 Have the students go back to the text and summarize each story. Be sure to include examples of friendship. Activity 12 Have the students write a friendly letter to Frog and Toad using the Friendly Letter worksheet found at the back of the Teachers Guide. Have them include things that they learned about the characters from the story. 13

1. How are Frog and Toad different in this story? 2. How does Toad feel about putting on his bathing suit? 3. Have you ever felt embarrassed about something? 4. How was Frog a good friend in the story? 5. Why does Toad get out of the water?

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Frog and Toad Together

written and illustrated by Arnold Lobel
Summary: Frog and Toad are always together. Here are five stories about flowers, cookies, bravery, dreams, and, most of all, friendship. This title was awarded a Newbery Honor. GRL K

Objectives: Study character analysis. Practice summarizing. Study theme (friendship).

PRE-READING Activity 1 Read the books title and the authors name aloud. Discuss the illustration on the cover and how it conveys friendship. Write the word tandem on the board. Talk about a bicycle built for two and teamwork. Activity 2 Review the venn diagram from Frog and Toad Are Friends. Read to find out how Frog and Toad continue to spend time together as friends. DURING READING Activity 3 Read the table of contents. Look at the titles of the stories and their page numbers. Ask the students why they think Arnold Lobel included a table of contents. Why is it important? Activity 4 Read pages 4 and 5 of A List. Ask the group why people write lists. Why does Toad have a list? Continue reading to see if Toad gets to cross off all of the things on his list. Activity 5 Read pages 18 and 19 in The Garden. What does Frog give Toad? Continue to read to see if Frogs garden grows. Why is growing plants from seeds such hard work for Toad? Activity 6 Read Cookies to the bottom of page 32. Ask the class to name Frog and Toads problem. Continue reading to see how they solve their problem. Talk about will power. Activity 7 Read pages 42 and 43 in the story Dragons and Giants. Ask the group what Frog and Toad want to find out in this story and why. Ask if anyone in the group has ever been afraid. Why? Continue to read to find out about their adventures. Activity 8 Read page 52 of The Dream. Who is dreaming and who is he dreaming about? Read the story to find out about the dream. Ask the students why Frog gets smaller and smaller in the dream. Was this a good dream or a bad dream? Why?

14

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AFTER READING Activity 9 Have each student close their eyes and imagine that he or she is the greatest child in the world. Ask the students to write down how they feel. Share responses. Activity 10 Continue the venn diagram character analysis. Add new information from Frog and Toad Together. Activity 11 Have the students answer the following comprehension questions:
A List

4. Why does his garden finally grow? What does Toad think is the reason? 5. What does Frog say in the story that shows he is a good friend?
Cookies

1. How does Frog feel about Toads cookies? 2. Why do Frog and Toad need to stop eating the cookies? 3. Have you ever loved a kind of food so much you couldnt stop eating it? Explain how you stopped. What is will power? 4. How does Frog finally stop them from eating any more cookies? 5. What is so funny about the ending to the story?
Dragons and Giants

1. Why does Toad make a list? 2. What happens to his list? Why is it a problem for Toad? 3. How is Frog trying to be helpful? 4. Why does Toad just sit and do nothing? 5. On page 16, how does Arnold Lobel let you know time is passing?
The Garden

1. Why do Frog and Toad wonder if they are brave? 2. What do they do to see if they are really brave? List their adventures. 3. Do their actions show bravery? Why or why not? 4. Where do they end up at the end of the story? 5. How do Frog and Toad act like friends in this book?
The Dream

1. Why does Toad decide to grow a garden? 2. How does he try to get his garden to grow? 3. What advice would you give Toad about growing a garden?

1. What does Toad dream about in this story? 2. How does he treat Frog in the story? Why does Frog keep getting smaller and smaller? 3. How does Toad feel when he cant see his friend anymore? 4. How does Toad feel at the end of the story? 5. What do they do together after Toad wakes up? 15

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Frog and Toad All Year

written and illustrated by Arnold Lobel
Summary: Frog and Toad are always together in winter, spring, summer, and fall. From sledding in the winter to eating ice cream on hot summer days, these two friends have fun the whole year round. GRL K

Objectives: Study character analysis. Study themes (friendship and seasons).

PRE-READING Activity 1 Read the books title and the authors name aloud. Have the group discuss the cover illustration and predict what the story will be about. Activity 2 Write the words winter, spring, summer, and fall on chart paper. Have students brainstorm things they see, hear, taste, and smell during each season. Activity 3 Discuss ways Frog and Toad can spend time together in each season. Listen to or read the story to find out how they have fun all year long. DURING READING Activity 4 Read pages 4 and 5 of Down the Hill. What does Frog want to do? Why does Toad want to stay in the house? Talk about the differences in their personalities. Continue to read to the bottom of page 7 to find out how Frog gets Toad to play outside in the snow. Read the rest of the story. Discuss the ending. Activity 5 Read The Corner to the bottom of page 20. Ask the students where Frog heard the story that he tells. Continue to read to see if spring was just around the corner. What did Frogs father really mean? Discuss idioms. 16 Activity 9 Have the students go back to each story and tell in which season it took place. Ask the students to give supporting examples from the story. Activity 10 Complete the venn diagram character analysis of Frog and Toad. Hand out the Character Analysis worksheet from the back of the Teachers Guide and have the students complete it using specific examples from the story. Activity 6 Read Ice Cream to find Toads problem and his solution. Discuss how Toad acted like a good friend with good intentions. Activity 7 Read The Surprise to the bottom of page 44 to find out what Frog and Toad had planned for each other. Continue reading to find out how the plan turns out. Activity 8 Read Christmas Eve to the bottom of page 55 to see why Toad is worried. Continue to the end of the story to find out why Frog is late and how the two friends spend the holiday together. AFTER READING

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Activity 11 Have students answer the following comprehension questions:

Down the Hill

The Surprise

1. In the beginning of the book, how are Frog and Toads personalities different from one another? 2. How does Toad feel about sledding? Why does he agree to go? 3. What happens to Frog on the ride? 4. On page 13 Toads feelings change. Why? 5. What does Toad decide to do at the end of the story?
The Corner

1. Why do you think this story is called The Surprise? 2. How do Frog and Toad prove their friendship in the story? 3. Do you think they did something nice to get recognition or simply because they each care about the other? Why? 4. What happens to the leaves that they rake for each other? 5. Why do you think that they go to bed happy?
Christmas Eve

1. How is Frog trying to make the best of a bad situation? 2. What does Frogs father tell him to make him feel better? 3. Where does Frog go to find spring? 4. Why do you think Frog found spring around the corner? 5. Did the story cheer up Toad? Why or why not?
Ice Cream

1. Why is Toad worried about Frog? How do you feel when someone is late? 2. Why doesnt Toad know what time it is? 3. What does Toad imagine has happened to Frog? 4. How does Toad try to help Frog? 5. Why was Frogs gift to Toad practical? Activity 12 Have the students write an original dialogue between Frog and Toad. Have the students act out their dialogues.

1. Why does Toad go to get ice cream? 2. Why chocolate? What is your favorite flavor of ice cream? 3. What problem does Toad have? Why? 4. How do the other animals react to the ice creamcovered Toad? 5. How do Frog and Toad solve the ice cream dilemma? 17

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Mouse Tales
written and illustrated by Arnold Lobel
Summary: When Papas seven little mouse boys ask for a bedtime story, Papa does even better than thathe tells seven stories, one for each boy! GRL J

Objectives: Identify the authors purpose. Study synonyms. Practice retelling a story.
PRE-READING Activity 1 Read the books title and the authors name aloud. Ask the students what other books they have read by Arnold Lobel. Have the books on display. Explain that the next two books they will read are also by Arnold Lobel, Mouse Tales and Mouse Soup. Put the word tale on the board. Discuss the meaning. Ask the group for a synonym. Put the word story next to tale. Have students think of other synonyms and chart them. Activity 2 Look at the cover illustration. Discuss the characters. What are they wearing? Who is the big mouse? What is he doing? Activity 3 Tell the group they will read or listen to find out Arnold Lobels purpose for writing this book of tales. Remind the group that authors write to entertain, teach lessons, inform, persuade, and even to make us fall asleep. Have the group give examples of each kind of book. DURING READING Activity 4 Read the table of contents. Ask the students how many tales they will be reading. Read the first two pages to find why Papa told seven tales. 18 Activity 5 Read The Wishing Well. Have the students brainstorm ways they could change details in the story to make it their own. For example, instead of throwing a pillow into the well, the mouse could throw in a ___________. Continue reading. AFTER READING Activity 6 Ask students to answer the following comprehension questions: 1. Who was this story about? 2. When did the story take place? 3. What was Papas reason for telling the tales? 4. Did Papa succeed in getting the children to sleep? 5. Why did the mice fall asleep? 6. Which was your favorite story? Why? Activity 7 The tale The Journey is a rebus story. Explain that a story that has pictures used as words is a rebus. Have the group write simple rebus stories. Share the stories. Activity 8 Explain that tales are often passed down from generation to generation, and many times details are changed. Stories like Cinderella, for example, have many versions. In groups of two, have the students rewrite and illustrate one of the mouse tales using their own details. Make sure that they keep the main idea of the tale the same as the one in the original story.

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Mouse Soup
written and illustrated by Arnold Lobel
Summary: The weasel is ready for his dinner, and the poor mouse is about to be dinner. The fast-thinking mouse tells the weasel lots of stories. When the stories are done, the mouse makes his escape. GRL J

Objectives: Draw conclusions. Identify the problem and solution.

PRE-READING Activity 1 Read the books title and the authors name aloud. Talk about Mouse Tales and the different stories in that book. Have the students predict what kinds of stories will be in Mouse Soup. Activity 2 Make a soup web. Put the word soup on the board and circle it. Ask the students to tell what they know about soup. List different types of soups around the circled word. Ask the group if they think a mouse would make a tasty soup. Have them fill in the blank: Mouse soup would be tasty if I were a _________________. Activity 3 Look at the cover illustration. Ask the group to observe how the mouse is dressed. Pay attention to the book next to the pot. Ask the students to draw conclusions about the mouse. Listen or read to find out if the mouse becomes part of the soup. DURING READING Activity 4 Open to the table of contents. Read the words The Stories for the Soup. Ask the students what this page tells you about the book, literally and figuratively. This page gives the titles of individual stories and the pages on which they begin, but it also tells the reader that the soup will be made with stories. 19 Activity 5 Read pages 6 through 11 to find out why the stories will go into the soup. Discuss how the mouse schemes to escape the weasel. The mouse is a good problem solver. Notice that the mouse has a book with him on every page. Activity 6 Read each story. Have the students quickly respond to each story. After the last story is read (ending on page 51), have students predict whether or not the mouse will become dinner and tell why or why not. Take a vote on the board. Read the rest of the story to find out what happens. AFTER READING Activity 7 Have the students answer the following comprehension questions: 1. Was your prediction correct? Why or why not? 2. What was the mouses problem? 3. How did the mouse solve his problem? 4. Why do you think the mouse was able to think up such a clever scheme? 5. What do you think the mouse enjoys doing most? How do you know? 6. Name a good title for this story besides Mouse Soup. Activity 8 Discuss other stories where a character had to scheme to get out of a bad situation. Record the groups answers.

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Owl At Home
written and illustrated by Arnold Lobel
Summary: Owl lives alone in a cozy little house and has a series of gentle adventures. He invites Winter into his home and regrets it, he gets scared by bumps in his bed, he makes tear-water tea, he tries to be in two places at once, and he makes friends with the moon. GRL J

Objective: Identify the main idea and supporting details.

PRE-READING Activity 1 Read the books title and the authors name aloud. Ask the group to name other titles by this author. Ask the students to tell something about these books. Point out that this book, like other Arnold Lobel books, has chapters that are individual stories. Open to the contents and read the story titles aloud. DURING READING Activity 2 Point out that the first chapter is called The Guest and have the class predict who the guest will be. Read to the bottom of page 8. When Owl says The poor old winter is knocking at my door, what does this saying really mean? Ask the group if winter can literally knock at the door. Explain that this is an idiom. Read the rest of the story. Ask the group if Owl enjoyed Winters visit. Activity 3 Read Strange Bumps to the bottom of page 19. Ask the group what the strange bumps appear to be. Continue reading the story. Ask the students why this story is funny. What would they tell Owl? Activity 4 Ask the group how tears taste. Read Tear-Water Tea to find out how Owl makes the tea. Owl felt happy at the end of the story. Discuss with the students how the story made them feel. 20 Activity 5 Read Upstairs and Downstairs to the bottom of page 42. Discuss Owls problem. Continue to the end of the story. What does Owl realize in the end? How does he solve his problem? Activity 6 Read Owl and the Moon to the bottom of page 54. Discuss the moon. Read the rest of the story uninterrupted. Ask the group why Owl thought the moon was following him. What other stories in this book show Owl as being nave or innocent? AFTER READING Activity 7 The title and main idea of the story is Owl at Home. Have the students go back to the story and tell how each chapter showed Owl at home, giving only important details of who, what, where, when, why, and how. Activity 8 Have the students pretend that they are going to make tear-water tea. Ask for suggestions of things to think about that would make readers cry. List the answers on chart paper or the board. Remember to fill a whole pot!

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Grasshopper on the Road

written and illustrated by Arnold Lobel
Summary: Grasshopper decides to go on a journey and follow a road wherever it goes. He meets many odd characters and finds deep contentment on his travels. GRL K

Objective: Practice summarizing.

PRE-READING Activity 1 Read the books title and authors name to the group. Discuss the cover illustration. Ask the students to predict what the story will be about. Discuss journeys and what it means to be on the road. Ask the group for other words with the same meaning, like trip, voyage, or adventure. Activity 2 Write the following new vocabulary words on the board: grasshopper housefly beetle worm mosquito butterfly dragonfly Describe each insect. Tell the group that they will listen to or read the story to find out how Grasshopper meets these characters on his journey. DURING READING Activity 3 Read the table of contents. Then read page 6. Where does Grasshopper want to go? Have the students find the words on the page. Tell the group that each story will take readers to another place with Grasshopper. Activity 4 Read The Club to the bottom of page 13. Have the students tell who Grasshopper has met and what he has learned about them. Read the rest of the story. Why did Grasshopper leave the beetles and continue down the road? 21 Activity 5 Read page 17 of A New House. Ask the group who will need a new house. Why? Continue reading the chapter. Ask the group why Grasshopper smiles and walks down the road. Activity 6 Read The Sweeper. Ask the group to tell what Grasshopper learned about the housefly. Why did Grasshopper leave to go down the road? Activity 7 Read The Voyage to the bottom of page 36. Ask the students why Grasshopper will not get into the mosquitos boat. Read the rest of the story. Discuss why the ending is funny. Activity 8 Read Always. Ask the group why this chapter is called Always. Activity 9 Discuss how Grasshopper has met many different characters on the road so far. He is learning about how differently we all live. Read At Evening uninterrupted. Discuss how the dragonflies acted. AFTER READING Activity 10 Grasshopper had an interesting journey and learned a lot about how others live and behave. Have the students go back to the book and summarize each story.

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Amelia Bedelia
by Peggy Parish, pictures by Fritz Siebel
Summary: On Amelia Bedelias first day working as a housekeeper Mrs. Rogers leaves her a long list of things to do. And Amelia Bedelia does exactly what is on the list. She changes the towels by cutting holes in them and she dresses the chicken by putting clothes on it. This is the first story about the mixed-up housekeeper! GRL L

Objectives: Identify idioms. Identify problem and solution.

PRE-READING Activity 1 Introduce Amelia Bedelia to the students. Read the authors and illustrators names aloud. Explain that Peggy Parish wrote many Amelia Bedelia books. Let them know that this is the first book of the series and that it will tell us a lot about the main character, Amelia Bedelia. Activity 2 Discuss the word housekeeper. Ask the following questions: What are housekeepers? What kinds of work do they do? Why would someone hire a housekeeper? Activity 3 Look at the picture of Amelia Bedelia on the front cover. What is she wearing? Why is she dressed this way? Discuss uniforms. Who wears a uniform and why? Ask the class what they think Amelia Bedelia will be doing in the story. Have them write down their predictions in the Story Journal found at the back of the Teachers Guide. Activity 4 Write the word idiom on the board or chart paper. Write the following idioms below it: Barking up the wrong tree Theres a frog in my throat Hold your horses Put on your thinking cap 22 Read the idioms with the students and explain that we know what they mean but they usually dont mean what they say. Tell the group they will be listening or reading to find out about idioms in the book Amelia Bedelia. DURING READING Activity 5 Read the story. Reinforce the use of idioms as they appear. AFTER READING Activity 6 Go back to the story. Find all of the idioms. Discuss what Mrs. Rogers really meant in each case. Have the group write the idioms on separate pieces of paper. Hang them on a clothes line in the classroom. Add more as you read other Amelia Bedelia titles. Activity 7 Discuss the problem and solution in the story. Talk about the importance of the lemon-meringue pie. Check prior predictions and complete the Story Journal. For more activities and information about Amelia Bedelia, check out www.icanread.com. Go to the activities section, which has a link to a special Amelia Bedelia microsite. Also look in the Educator area under Level Two for more classroom fun.

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Thank You, Amelia Bedelia

by Peggy Parish, pictures by Barbara Siebel Thomas
Summary: Great-Aunt Myra is coming to visit the Rogerses, and Amelia Bedelia wants to make her stay perfect. Amelia Bedelia gets everything mixed up, but when she brings out a hot apple pie, Great-Aunt Myra declares that she feels right at home. GRL L

Objectives: Study character analysis. Compare stories by the same author.

PRE-READING Activity 1 Look at the books title and the authors and illustrators names. Ask the group to discuss how Peggy Parish develops her Amelia Bedelia stories. Compare the stories that the group has already read. Pay attention to the story elements. All of the Amelia Bedelia books have the same main characters and similar plot development. For example, Mrs. Rogers always has something planned and needs Amelia Bedelia to help out. Amelia Bedelia reads a list or is given verbal directions by Mrs. Rogers and misinterprets the directions. She always bakes something that the Rogerses love to eat. List all of the similarities from the other titles on the board. Activity 2 Discuss some of the ways that Amelia Bedelia took things the wrong way in other stories. Add to the idiom and multiple meaning word lists. Tell the class that they will listen to or read the story to find out all of the silly mistakes Amelia Bedelia makes and how Mrs. Rogers handles them. DURING READING Activity 3 As you read the story, record Mrs. Rogerss directions. Explain expressions or terms that the students may be unfamiliar with, like separating eggs, for example. Have the group predict how Amelia Bedelia will respond. 23 AFTER READING Activity 4 Using the information from Activity 3, have the students go back to the story and write down how Amelia Bedelia responded to Mrs. Rogerss directions when preparing for Great-Aunt Myras visit. Activity 5 Have readers answer the following comprehension questions: 1. Why does Mrs. Rogers need everything to be perfect for Great-Aunt Myra? 2. What does Mrs. Rogers do after she goes grocery shopping? 3. Why does Mrs. Rogers want Amelia Bedelia to pare the vegetables and separate the eggs? 4. How do Mr. and Mrs. Rogers react to all of the mix-ups? Give examples from the story. 5. Why does Great-Aunt Myra want to visit more often? 6. Why do Mr. and Mrs. Rogers keep Amelia Bedelia as their housekeeper even though she is always mixing everything up? Activity 6 Write a character analysis of Mrs. Rogers. Use the Character Analysis worksheet found at the back of the Teachers Guide.

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Amelia Bedelia and the Surprise Shower

by Peggy Parish, pictures by Barbara Siebel Thomas
Summary: Fun-loving Amelia Bedelia is in charge of a surprise wedding shower. When she pulls out a garden hoseto make rain showers, of coursethe entire party is turned into one hilarious wet mess! GRL L

Objectives: Identify idioms. Study words with multiple meanings.

PRE-READING Activity 1 Read the books title and the authors and illustrators names to the group. Review the idiom list the students have collected. Activity 2 Look at the picture on the cover of the book. Go on a picture walk. Have the group predict what the story will be about. Activity 3 Write bridal shower and baby shower on the board. Ask the students if they know what a shower is. Discuss the other meaning of shower. Activity 4 Tell the group they will be listening or reading to find out how Amelia Bedelia handles the responsibility of running a bridal shower. DURING READING Activity 5 Read to the end of page 9 and have the group tell about Cousin Alcolu. Is he like Amelia Bedelia? What does he say that tells the reader that he thinks like his cousin? Why is he at the Rogerses house? Activity 6 Read the rest of the story uninterrupted. Tell the students they will read to find out how Amelia 24 Bedelia and Cousin Alcolu do with the party. AFTER READING Activity 7 Put the students into small groups. Ask them to go back to the story and find all of the ways Amelia Bedelia and Cousin Alcolu misinterpret Mr. and Mrs. Rogerss instructions. Have them make a list of the new idioms. Activity 8 The story contains many words with multiple meanings. Put a list of words from the story on the board: shower prune back scale watch stick Have the students write two different meanings for each word. Have the group go back into the story and find more words with more than one meaning. Activity 9 Answer the following comprehension questions: 1. What did Amelia Bedelia and Cousin Alcolu both think a shower was? 2. Why was Mrs. Rogers having a shower for Miss Alma? 3. How did Miss Alma feel when she first got soaked with the hose? 4. How did she feel in the end? Why? Activity 10 Hand out the Amelia Bedelia and Alcolu Acrostic Poem worksheet found on the next page.

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Amelia Bedelia and the Surprise Shower

Amelia Bedelia and Alcolu Acrostic Poem worksheet

NAME:

DATE:

An acrostic poem uses the first letter in each line to spell a word. When writing an acrostic poem about a character, use each line to describe the character. Directions: Think of phrases or sentences that describe Amelia Bedelia. Find a word that uses the first letter of each line to begin your sentence. Complete each line. After finishing the poem about Amelia Bedelia, make an acrostic poem that tells about Alcolu. A Amelia is a housekeeper. M E L I A

A L C O L U
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Play Ball, Amelia Bedelia

by Peggy Parish, pictures by Wallace Tripp
Summary: Amelia Bedelia steps up to the plate, filling in for a sick player on the Grizzlies baseball team. Amelia Bedelia misunderstands almost everything the team tries to teach her about playing baseball, but she saves the day anyway. GRL L

Objectives: Practice summarizing. Predict outcomes. Study character analysis.

PRE-READING Activity 1 Read the books title and the authors and illustrators names aloud. Ask the students what they think this story will be about. Do they think Amelia Bedelia will be a good baseball player? Discuss her problem with following directions. Have the students fill out the Pre-reading section of the Story Journal worksheet found at the back of the Teachers Guide. Activity 2 Look at the front cover of the book. Talk about the illustration. Pay attention to the uniforms the players and Amelia Bedelia are wearing. Ask the group to think of other people in the community who wear uniforms. Make a list on the board. Activity 3 Tell the students that they will listen to or read the story to find out how Amelia Bedelia plays ball. DURING READING Activity 4 Read the story uninterrupted. AFTER READING Activity 5 Go back to the Story Journal and have the students check their predictions and fill in the rest of the information. 26 Activity 8 Start a character collage of Amelia Bedelia based on what you already know about her from the stories you have read. Explain that a collage is a collection of different pieces of paper cut or ripped into different shapes. The papers are pasted down. Many times the shapes overlap. This character collage will be all about Amelia Bedelia. Students can use magazines, paint, construction paper, markers, computers, or any other media available. Activity 6 Amelia Bedelia was a great sport. She helped the boys out when they were in a jam. Have students create and write thank-you notes to her from the team. Prompt readers to go back to the book and include details from the story. Activity 7 Have students answer the following comprehension questions: 1. Why did Amelia Bedelia dress like a soldier for the baseball game? 2. What was Amelia Bedelia doing when she noticed the team had a problem? 3. How was the team feeling? Why? 4. Why were the boys frustrated with Amelia Bedelia? 5. Why did Amelia Bedelia run home to her house? 6. What did Amelia Bedelia do with home plate? 7. Amelia Bedelia may not be good at following directions, but what is something she is good at? Invite the group to use examples from other Amelia Bedelia books.

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Amelia Bedelia 4 Mayor

by Herman Parish, pictures by Lynn Sweat
Summary: Mr. Rogers is annoyed with the mayor because he didnt keep an election promise. When Mr. Rogers tells Amelia Bedelia that she should run for the mayors office because she always does exactly what she is told, she takes him at his word! GRL L

Objective: Identify new vocabulary in context.

PRE-READING Activity 1 Look at the books cover, particularly the title and the authors and illustrators names. Pay attention to Herman Parish. Go to the back of the book and read about him. Discuss with the group that Peggy Parish is no longer alive but that her tradition is carried on through her nephew. Activity 2 Look at the campaign signs on the cover of the book. Ask the group what a mayor is. Let the students know that a mayor is a leader of city government. The mayor protects the city and enforces rules or laws. Ask the students their opinions on whether or not Amelia Bedelia would make a good mayor. Write down the pros and cons to her becoming mayor based on what the students know about her as a character. Activity 3 Put a list of new vocabulary words and terms on the board. mayor polls debate run for office taxes city hall press reporters vote Go over these words or expressions with the group. Use them in meaningful sentences. Tell the group they will listen to or read the story to find out if Amelia Bedelia becomes mayor. DURING READING Activity 4 Read to the end of page 11. Ask the students why Amelia Bedelia is running to city hall. Continue reading through page 26. Ask the students why Amelia Bedelia decided to run for mayor. Read to page 47 and ask the group why Amelia Bedelia decided to drop out of the race. AFTER READING Activity 5 Have students find new vocabulary in context and read it aloud. Activity 6 Discuss why Amelia Bedelia was loved by the townspeople. Talk about honesty and keeping promises. Why do people want their leaders to be honest and keep their promises? Activity 7 Break the group into pairs. Have students go back to the story and find all of the ways Amelia Bedelia takes things literally. Share responses. Activity 8 Have the students create a campaign sign and slogan that Amelia Bedelia could use when running for mayor.

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In a Dark, Dark Room and Other Scary Stories

retold by Alvin Schwartz, pictures by Dirk Zimmer
Summary: These seven spine-tingling stories were collected by folklorist Alvin Schwartz from around the world. The collection includes a spooky poem and short stories about shivering skeletons, haunted graveyards, and the classic tale of the girl who always wore a green ribbon around her neck. GRL J

Objectives: Study the authors purpose. Practice summarizing.

PRE-READING Activity 1 Read the books title and the authors and illustrators names aloud. Explain that the stories are re-told. Discuss how folklore and other tales are passed down from generation to generation. Activity 2 Go to the last page of the book and read About the author and About the illustrator to the group. Ask the students what they learned about Alvin Schwartz and Dirk Zimmer. Have them tell what they expect to find in the book based on the information they read. Tell the group that Alvin Schwartz has explored humor and word play, but he also wrote scary stories. Ask whether a story can be both humorous and scary. Activity 3 Look at the cover illustration with the group. Discuss things that are both scary and funny in the picture. Activity 4 Let the students brainstorm things that they might expect to find in a book of scary stories, like night, darkness, ghosts, and so on. DURING READING Activity 5 Read the contents aloud. Have the students tell why each chapter sounds scary. Predict what each story or poem will be about. Note that there is a foreword on 28 page 9. Explain that the foreword is an introduction and appears first in the book. Read the foreword to the group. Ask the students to summarize the foreword using their own words. Activity 6 Tell the group that they will listen to or read the stories. Read the stories uninterrupted, stopping only to get reactions from the group after each story. Activity 7 Read Where the Stories Came From on page 63. AFTER READING Activity 8 Have the students write why each story was funny and scary, using examples from the book. Share responses in the group. Activity 9 Discuss the authors purpose. Ask the class why authors write books. Write responses on the board. Examples could include entertaining, persuading, teaching lessons, informing, scaring us, or making us sleepy. Use examples from other I Can Read books. Ask the students why Alvin Schwartz wrote this book. Activity 10 Have the students write and illustrate their own version of In a Dark, Dark Room, using the same format of short stories and poems.

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Story Journal worksheet

NAME:

DATE:

Fill out this section before reading the story:

Title: __________________________________________________ Author: _______________________ Illustrator: ___________________________ On the cover of the book I see: _________________________________________________. I predict that the story will be about:_____________________________________________ _______________________________________________________________________________.

Fill out this section after reading the story: My prediction was right or wrong (circle one) because________________________________________________________________________. What is the setting of the story?__________________________________________________ Who are the main characters?__________________________________________________ Summarize the plot:____________________________________________________________ ______________________________________________________________________________ What was the problem in the story?_____________________________________________ What was the solution? ________________________________________________________

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A Friendly Letter worksheet

NAME:

DATE:

Parts of a friendly letter Heading: The return address and date Greeting: Dear followed by the persons name you are writing to and a comma. For example: Dear Joe, Body: The message Closing: A short expression of a few words followed by a comma Signature: Your name

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Character Analysis worksheet

7/5/07

NAME:

DATE:

2:20 PM

Title: _______________________________________

Page 31

Author: _____________________________________

Important/main character: ___________________________ Examples from the story

Words that describe the character

1.

2.

3.

4.

5.

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This guide was created by Marla Conn, a New Yorkbased reading specialist, educational consultant, and workshop presenter. She specializes in Fountas and Pinnells Guided Reading approach and balanced literacy classroom instruction.

Copyright 2007 by HarperCollins Publishers HarperCollins, A, and I Can Read Book are trademarks of HarperCollins Publishers. All rights reserved. Printed in the United States of America. For information address HarperCollins Childrens Books, a division of HarperCollins Publishers, 1350 Avenue of the Americas, New York, NY 10019. www.icanread.com ISBN 978-0-06-143057-2 Typography by Kirsten Berger To order books, please contact your HarperCollins sales representative, call 1-800-C-Harper, or fax your order to 1-800-822-4090.