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Book 01 - Tommy Tales - Guide For Parents and Teachers PDF
Book 01 - Tommy Tales - Guide For Parents and Teachers PDF
and Parents
The School
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E BOOK Book 1: The School Lunch Room
Introduction
If possible, make enough copies of the book
for each member of the class or group.
Download and copy the pages in advance,
and the students can put the pages together
and tape or staple them together. Before
starting the reading, have each student color
the cover of the book in any way they choose.
While coloring, initiate a discussion on what
the title could mean.
Tales
share with the class that this book is just the
first in a series and that this story is just the
beginning of a much longer one.
16 15
1 2
16
16
16
11 16
1
14 3
2. Place them back-to-back and tape or 12 5
1
staple the edges to keep them even. 10 7
3. Do the same with spreads 5. Fold the entire stack
4. Stack the pages with pages numbered
14–3 back-to-back with 4–13; in half, and fasten
1, 3, 5, 7 facing up and to your right.
12–5 back-to-back with 6–11; with staples or other
10–7 back-to-back with 8–9. fasteners, and you
will have an
individual reader.
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4
Literary Language: Alliteration Suddenly, the clicker made a loud
As you read these two pages, and then the
rest of the story, notice ways that the writer screeching noise.
gets our attention and gets the story across to There was a flash of blue light
the readers. For example, on page 2, notice
the three lines beginning with: and thick smoke.
Taffy found a . . . When the smoke cleared,
What does this tell us about Taffy?
About Tommy?
Lucy and Taffy were gone!
The device at work here is called alliteration:
the repetition of the initial consonant sound.
Taffy Tommy
Taffy Tommy
Taffy Tommy
Look for other examples of alliteration and
repetition in this and other books you are
reading. Poetry is full of examples of this and
other literary devices. Find some examples
appropriate to your class’s level, including
traditional songs and nursery rhymes.
Example:
Little Boy Blue come blow your horn
Math Connection
How many students have pets? Write the
animal names followed by the number of
students who have each animal as a pet. Look
at the numbers and decide which is the most
common pet.
Make a chart showing the numbers you
have collected. Then translate the figures as a
bar graph. An extension could be to vote on
which pet students like best or which pet they
wish they had. Show students how to
Pictures Tell a Story
compare the numbers in the same graph.
m
Name
g actions in the
co rrect order fro Bring in newspaper comic pages as
012
4 ____ “Where am
____ Taffy fo un d a rem ote control. multiple panels and balloons
3 ned upside do
wn.
____ Tommy tur Lucy and Ta
ffy were gone
! showing dialogue. Have students
2 he n the sm oke cleared,
1
____ W
the school lun
ch room.” draw a picture in comic strip
____ “We’re in
style showing a sequence of
Dog Cat Fish Hamster
events in this story. See Fun
Pets we have
Pets we wish we had Sheet 12 for a practice in
AL ORDER
sequencing events.
NOLOGIC
SKILL: CHRO
t 12
Which animal(s) got the most votes? Fun Shee
right
Antonyms ar word on the meanings.
•
Name
have the same
• FUN SHEE
rd on
e words that
007
wo ht.
Connect the Synonyms ar ym on the rig or library center) always accessible to students.
t to its synon
•
opposite.
TS
lef
that means the the
• FUN SHEE
something word on
TALES 1
quickly ordinary
TALES 1
below
shout writing will reinforce writing skills later on.
TOMMY
in out
nothing big
words:
ch of the following following word
s:
tonym for ea for each of the
Write an an
MS
ym
Write a synon
E ANTONY
S
E SYNONYM
AND WRIT
loud
friend
AND WRIT
TIFY
SKILL: IDEN
TIFY
down
SKILL: IDEN
ground
thick
little
dark
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6
Remote Control Devices “I think I made them disappear
Most students are familiar with remote control
devices for their televisions. Besides the with the clicker,” he said to himself.
buttons mentioned in the story (“forward,” He tried pressing the buttons on the
“play,” and “replay”) what other buttons are
often on remote controls? Have students draw clicker to get his friends back.
and color a picture of this special remote
Nothing happened. Perhaps the batteries
control or what they imagine their magic
remote control would look like. are dead, he thought.
But there was no place for batteries.
About the “Clicker”
Ask students: “What is a clicker?” It should be
fairly clear that this is Tommy’s name for the
remote control. “Why do do you think he
called it that?
Possible answers:
remote control is too hard to say
remote control is too long
it makes a sound like “click” when he
pushed the buttons He studied the numbers and words
it “clicks” things on and off
on the buttons of the clicker.
You could suggest that “clicker” is a nickname
for the remote control. Like Tommy is One read “forward.” He pressed it.
nickname, or short name, for Thomas. Does Nothing happened.
anyone in the class have a “nickname”?
List of popular nicknames: Another read “back.” He pressed it.
Tommy — Thomas Nothing happened.
Bob — Robert
“Perhaps I should point the clicker at
Bill — William
myself and press,” he thought.
Sam — Samantha
Sandi — Sandra
Cuca — Ruth
Jimmy — Santiago
Tommy’s Journal
Literary Language: Dialogue Have students create a handmade book with blank pages like
the one in Learning Page Lesson Plans, Dinosaurs, Grade 1–2;
Notice that in the first paragraph on this page,
use it as a daily journal to record the adventures of Tommy from
Tommy is talking to himself, so his words are
his (the first person) point of view. They need to pretend they
actually his thoughts. This tells the reader even
are Tommy and use the I, we, us, or our forms. Write in the
more about the character.
journals on a weekly basis as the class reads the story and uses
the Fun Sheets.
Handmade books can also be used for Alphabet books, word
books, record books, books to take home, and for writing and
drawing practice.
illustrate the book. Be sure to go over lor, then what colors in the
•
scribes.
the details and descriptive words that
TALES 1
blue
R ADJECTIV
© 2000 learningpag
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t 10
Example:
I fell to the ground with a bump, opened
my eyes and looked around. I saw Lucy
smiling at me and I heard Taffy barking.
“Where am I?” I asked them.
013
following sen Fill in
•
tences:
TS
• FUN SHEE
Where did yo
u find this cli
cker asked To
mmy
TALES 1
Where are yo
u Lucy
TOMMY
It’s not locke
d said Tomm
y
What can we
do cried Lucy
until Monday We can’t sta
y here
Let’s go he ye
lled It’s the on
ly way to get
out of here
Come here Ta
ffy
E OGU
AND DIAL
Where am I
asked Tomm
y
CTUATION
Comprehension Check
SKILL: PUN
Why does Lucy say, “We can’t stay here until Monday”?
What does it mean that she “cried”?
Extension
On the first reading of The School Lunch
Room, ask students to pretend the story ends
here on page 10, they must finish it, and they
can do it any way they like. Brainstorm some
options: the security guard finds them, they
find a phone and call for help, or they spend
the weekend there eating and telling stories.
Students will probably imagine some more
unexpected resolutions of this predicament!
Students may either write their endings or
draw a picture to show what happens. When
they are finished, have each share his or her
work with the class.
Tomkins Lady
TS • 002
Taffy
spelling, consonant blends, synonyms and 3. What do Tomkins purple with red
TOMMY
________
ON
Grade 1
There are several Fun Sheets with questioning __
PREHENSI
Kinderg__ __ ________
PREH
__
arten __________ ___
________
SKILL: COM
________
SKILL: COM
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Descriptive Words
“Yuck, this is horrible,
As students read, ask them to call out the
let’s get out of here,” shouted Lucy. words that describe something you can see:
flash of blue light
thick smoke
his mouth open
blinked his eyes
behind the bushes
under the bench
sliding down
Descriptive Writing
Pick a topic; have students write a descriptive
Name
paragraph using words that describe how
Words from
the story with
initial blends: something looks, sounds, or smells.
breath br, cr, gr, fr
brings , pr, tr
friends crawling Possible topics:
004
press grown
• TS
• FUN SHEE
2. This goes
5. A group
across a river. A picnic at the beach.
of lions is ca 4
lled a _____
6. Babies do
this when the
y ar e hu
. 5
A walk in the forest.
or wet. ngry
8. The color
of trees and 6
ffee.
ANT BLEN
Down
1. An amph 7
AL CONSON
3. Something
large and ele 9
4. A bike wit gant
GNIZ
h three whee
SKILL: RECO
7. Something ls
that is given
away without
cost is __ ___ .
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What is different about the characters? “I don’t know,” said Tommy. “We can’t
tell any grown ups about it. They will
Name
Character A
nalysis take it away from us.”
ies of books
014
first of a ser
•
h Room is the
TS
ho ol Lu nc yo u kn ow so
The Sc rite what
a co nti nu ing story. W g an d the illustrations:
g the readin
TALES 1
tellin
acters, from Lucy
following char
TOMMY
Taffy
Tommy
____ __ __ __ ______ They decided to tell only
__ __ __ ________
______ ________
______ __ __ __ ________
____ ____
______
their best friends.
__ ______
__ __ ________
________
__
________
________
____
They would tell them the next day,
____ ____
________
ER TRAITS
Mom
Kim at the park.
RACT
Andy ________
WRITE CHA
____ __ __
__ __ ________
GNIZE AND
______ __ ____
________
________
____ ____
SKILL: RECO
________ __ __ __ __ ____
________
____ ____
________ ____ __ __ ____
________
____ ____
________
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Predict
Remind students that this is the first book in a
series, and that there will be a new one each
month.
Ask them to predict what will happen next,
based on what they learned in this story. Their
writing could be the first paragraph of the
next installment, complete with illustration.
Conclusion
Ask students for their feelings and thoughts
about this story. Stimulate enthusiasm and
anticipation for the next story. When the work
with The School Lunch Room is completed,
keep all the books together in a storage box to
be used again in the next school year or
Write a Letter to Tommy with the next group.
After reading the story, have
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