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ดูกิจกรรมการอ่าน
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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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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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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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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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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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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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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
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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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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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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
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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
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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
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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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NAME:
DATE:
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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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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Title: _______________________________________
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Author: _____________________________________
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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.