5 Numbers Read Alouds

When I decided to update my Vocabulary Units, I knew I wanted to include some interactive read-alouds. It is so important to read high quality, engaging texts to all students - English Language Learners are no exception. I was looking for books that would interest students, provide opportunities for discussions, and included rich vocabulary. I also wanted books that weren't too long so that primary level students would attend throughout the story. While I read and loved many numbers themed books - these five were my final choices.

Is 2 a Lot? by Annie Watson, illustrated by Rebecca Evans

This book is a fascinating adventure into numbers. It starts simply enough with Joey and his mom going for a car ride. Joey innocently asks, “Is two a lot? Suddenly, a mundane road trip turns into a wild ride complete with cowboys, dinosaurs, and even the Queen of England. The illustrations are bright and colorful. Some illustrations tell their own little story – like the Princess and the Knight with 3 broken bones. Is 2 a Lot? will really challenge students to think about what exactly ‘a lot’ means.

Discussion Questions

before reading This book is called Is 2 a Lot? So, what do you think? Is 2 of something a lot?

p. 3-4 Why do you think 2 pennies are not a lot of pennies? How much money is 2 pennies? What can you buy with that? Why are 2 skunks a lot? What do skunks do?

p. 9-10 How many children are on your school bus? What do you think would be different about your ride to school if there were only 4 children on the bus? Why do you think it would be hard to walk 4 dogs at once?

p. 19-20 Can you count to 100? Do you think that is a big number? Would you be able to make a snowman with 100 snowflakes? How many snowflakes do you think you would need?

p. 25-26 Why is 1,000 not a lot of grains of sand, but it is a lot of hot air balloons? Can you think of a situation where 1,000 grains of sand would be a lot?

after reading At the end Mommy decided to ask what he thinks. What conclusion did Joey come to? Is 2 a lot? What about you – have you changed your mind?

Post-Reading Activity

After reading, students can choose a number and write something that is a lot and not a lot of that number.

1-2-3 Peas by Keith Baker

The Pea series by Keith Baker is a delightful addition to any library. They make fun and engaging read-alouds. 1-2-3 Peas is no different. The text has a subtle rhyme and rhythm. You go through the numbers 1-10 individually with the peas rowing a boat, or dancing, or building. Then they begin counting by 10s. Each number is represented by text and numeral. Each page is brilliantly illustrated with fun details for each pea. Students will want extra time with this book just to look at the pictures. 

Discussion Questions

number 4 The peas are planting some seeds. What do you see that they will need to help the seeds grow? What kind of plants do you think peas would grow?

number 9 The nine peas are dancing. Do you know what this style of dance is called? Do you know any other styles of dancing?

number 30 All the peas are honking their horns. When you are driving in a car – when do you honk the horn? Do you think the horns on the bicycles would sound different from the horns on the big trucks? How?

number 50 The peas are working together to finish the puzzle. What is something you need teamwork to complete?

number 80 The peas are all having fun at a show. What are they laughing about?

number 100 Each pea is holding a number. Can you find the number ___? (invite students up to find a number of your choosing)

Post-Reading Activity

After reading, students can choose a number and create a poster for that number.

Click, Clack, Splish, Splash by Doreen Cronin and Betsy Lewin

This is a simple counting book with a fun surprise! Students will recognize the characters from other favorites like Duck for President and Click, Clack, Moo: Cows That Type. Farmer Brown decides to take a nap one day, and Duck and his farm friends make their move. We don’t know what they’re up to until the very end of the story. The simple counting to ten and then back down is perfect for little learners. 

Discussion Questions

before reading This book is called Click, Clack, Splish, Splash. There are other books with these characters. Do you know any of them? What happened in those books?

number 1&2 Why do you think Duck is walking on his tip-toes? Why is he making the “shh” motion? What do you think Duck is up to?

number 6 The goats are loading things in a boat. What do you see in the boat. Where do you think they are going? What do you think they will do when they get there?

number 7 The 7 pigs are carrying buckets – How many buckets are they carrying? What do you think is in the buckets? Why do you think the sheep decided to stay home?

number 10 There are 10 buckets with 10 fish! Where did the fish come from? Where do you think they are going?

after reading How does Farmer Brown feel when he realizes what happened? How do you think the fish are feeling in their new home? 

Post-Reading Activity

After reading, students can describe the different roles of each character.

One Is a Snail, Ten is a Crab by April Pulley Sayre and Jeff Sayre, illustrated by Randy Cecil

Join a snail on the beach and count some feet! This fun book counts from one to ten then by tens until one hundred. Students may notice that in order to have an odd number of feet the snail must join in. The illustrations are simple, but so much fun to look at – especially the facial expressions of the snail. This would be a fun book to talk about even and odd numbers as well as skip counting. 

Discussion Questions

before reading How many feet do you have? Can you think of something that has 4 feet? 6? 8? 10? What about 1 foot?

number 1 Snail is going to the beach! What kinds of things do you like to do at the beach? Do you think snail will like doing those things? Why or why not?

number 3 The authors of this book needed to add a person and a snail to make 3. Can you think of any creatures with 3 feet?

number 7&8 The spider has 8 legs. Is a spider an insect? How many legs does an insect have?

number 9 How is snail feeling? How can you tell? Why do you think snail is feeling that way?

number 100 The books says that 100 is 10 crabs. Let’s count by 100 by 10s. Was that faster or slower than counting to 100 by 1s?

Post-Reading Activity

After reading, students can add stickers to a beach scene then write about the number of feet.

On the Launch Pad by Michael Dahl, illustrated by Derrick Alderman and Denise Shea

Rockets and astronauts are always fascinating to young kids. This book is no exception. Starting with 12 the book counts down to a rocket’s take off. It is a simple concept with some surprisingly sophisticated ideas. The book talks about the engineers, the radar dishes, and fuel trucks. On each page there is a hidden numeral. Kids will love finding it! On the last page the publisher has provided some fun facts about space exploration, and a list of other books in the series.

Discussion Questions

number 11 What are some of the tasks that the workers are completing? Why do you think those jobs are important?

number 10 An engineer is someone who works with machines – in this case the rocket. They want to make sure the rocket works correctly. Would you like to be an engineer?

number 8 Why does the rocket need fuel? What else do you know that runs on fuel? Which needs more fuel – the rocket or a car on the road?

number 7 A radar dish allows us to communicate with something in space. Right now, these radar dishes are silent because the rocket is not in space. If you went to space – what message would you want to send back?

number 6 How do you think these astronauts are feeling? How would you feel if you were going to space in a rocket

number 1 The rocket has lifted off the ground and is headed for the stars. What else is out in space for the astronauts to explore?

Post-Reading Activity

Students color their rocket according to the glyph and compare it with a classmate.

If you are looking for these discussion questions and activities ready-to-print and use please check them out in either my Numbers Vocabulary Unit or my Numbers Read-Alouds resource in my Teachers Pay Teachers store. 

          

Find a free download of shapes themed books by signing up below.

If you chose to read any of these books with your students I'd love to hear about it! You can e-mail me at TeachingEternity@gmail.com, or connect with me on Instagram, @TeachingEternity.

5 Numbers Read Alouds

Monday, December 13, 2021

5 Shapes Read-Alouds

When I decided to update my Vocabulary Units, I knew I wanted to include some interactive read-alouds. It is so important to read high quality, engaging texts to all students - English Language Learners are no exception. I was looking for books that would interest students, provide opportunities for discussions, and included rich vocabulary. I also wanted books that weren't too long so that primary level students would attend throughout the story. While I read and loved many shape themed books - these five were my final choices.

Snippets: A Story About Paper Shapes by Diane Alber

This adorable book is simple yet profound. The shapes in paper place are all perfect polygons – squares and triangles. They build perfect houses. One day a Snippet comes along and challenges them to think outside the box. Snippets by Diane Alber is full of rich vocabulary like distinctive, gleaming, and unique. The illustrations are simple, but very interesting. This is a book which should be read more than once, to truly understand the lessons it’s teaching us.

Discussion Questions

p. 1-2 Look at the triangles and the squares – what do you notice? Do they look happy? The author uses the word ‘mundane’ – it means not very interesting, boring

p. 5-6 The blue Snippet wants to help Square and Triangle make houses, but Square sends him away. Why doesn’t Square want to work with Snippet? The word ‘asymmetrical’ means shapes who aren’t the same on all sides.

p. 9-10 Snippet was feeling sad after being sent away by Square. How does he feel now? How do you know? What changed?

p. 13-14 Snippet decides to try again. What does he want for all of the shapes? The word ‘unique’ means special, or unlike anything else.

p. 19-20 Snippet jumps on a triangle roof to be a chimney. How does Square react? What do you think might happen next?

p. 25-26 Look at the town they were able to make! What do you notice? How is Square feeling now?

Post-Reading Activity

After reading, students can draw and house using many shapes, then write about their drawing.

Mouse Shapes by Ellen Stoll Walsh

This simple text is perfect for young children learning their shapes. Three mice hide from a cat in a pile of shapes. Once the cat has gone away, they use the shapes to make everyday objects like a wagon and a book. They have to abandon their fun briefly when the cat reappears, but then they come up with a plan to scare him away for good! Mouse Shapes is a perfect concept book for little learners.

Discussion Questions

p. 1 Why are the mice running away from the cat? What do you know about cats and mice?

p. 4-5 Where are the mice hiding? What shapes do you see? What colors do you see?

p. 10-11 Violet says, “…any shape with three sides is a triangle.” Did you know that? Looking at the triangles – what makes them different?

p. 16-17 Why does Martin think their shape cat is better than the real cat?

p. 22-23 Look at the mouse in the middle – he is making a leg. What shape was the orange piece? Could he have used different pieces for the legs?

p. 26-27 Their plan worked! How do you think the little mice are feeling now?

Post-Reading Activity

After reading, students will identify the story elements. There is a whole-group or individual option.

Walter’s Wonderful Web by Tim Hopgood

Walter is a little spider trying to make himself a nice sturdy web. No matter what he does though the web always blows away in the wind. He tries making a triangle web, and a square web. He even tried a circle web, but nothing worked. Walter finally figures out how to make a strong and sturdy web. Walter's Wonderful Web is an adorable book about perseverance as well as shapes. The illustrations are clear, colorful and fun. This is a perfect book for children learning their shapes.

Discussion Questions

p. 1 Walter wants to build a web. Why do spiders build webs? What do they use the webs for?

p. 10 Walter is going to make a longer web this time. What shape do you get if you make a square longer?

p. 17-18 Do you think a round web is a good idea? What shape would a round web be? What shape are spider webs usually?

p. 21-22 How is Walter feeling? How do you know he is feeling that way? What do you think Walter should do now?

p. 23-24 Look around Walter’s web – where is he building his web? Do you think in a tree is a good place for a web? Why or why not? Where have you seen spider webs?

p. 25-26 Walter finally finished his wonderful web! What do you notice about Walter’s wonderful web? What shapes do you see?

Post-Reading Activity

After reading, students will identify Walter’s character traits. There is an individual option and pieces for an anchor chart included.

City Shapes by Diana Murray, illustrated by Bryan Collier

City Shapes by Diana Murray is a lyrical text that explores the city from a bird’s view. Each set of pages introduces typical scenes from a city and the shapes present in them. From square packages to round tires, and a circle nest – each shape is represented many times. The illustrations are beautiful collages which make use of every bit of the page. This book is perfect for every student, whether they live in the city or country.

Discussion Questions

before reading This book is all about the shapes you can see in the city. What things can you see in a city?  What shapes are those?

p. 2-3 This page talks about a mail truck, a pretzel cart, and packages. What shapes are those things?

p. 14-15 These pages were about round circles. What else do you see in the pictures that is a circle?

p. 22-23 Here we see a park with the city in the background. Many people in the park are flying kites. Have you ever flown a kite? What helps a kite fly?

p. 28-29 The pigeon is home in her nest. In the background you can see the city skyline. What shapes do you notice?

after reading Think about your neighborhood – what do you see in your neighborhood and what shape is it?

Post-Reading Activity

After reading, students will identify things they can see in the city. There is a whole-group or individual option.

Ship Shapes by Stella Blackstone, illustrated by Siobhan Bell

Two friends (and a loyal pup) set sail on a shape-filled adventure on the high seas. They encounter all different kinds of boats, even a pirate ship! The book is written in questions to answer. Readers are invited to identify and count shapes. The illustrations tell the story of submarines and treasure chests. The images are created with fabric and sewing notions. The uniqueness of the images will delight everyone.

Discussion Questions

This book is written as questions to the reader. Stop after each page to allow students to answer those questions.

Post-Reading Activity

After reading, students can draw a boat and describe its shapes.

If you are looking for these discussion questions and activities ready-to-print and use please check them out in either my Shapes Vocabulary Unit or my Shapes Read-Alouds resource in my Teachers Pay Teachers store. 

          

Find a free download of shapes themed books by signing up below.

If you chose to read any of these books with your students I'd love to hear about it! You can e-mail me at TeachingEternity@gmail.com, or connect with me on Instagram, @TeachingEternity.

5 Shapes Read-Alouds

Tuesday, November 30, 2021

Personal Dictionaries in the Classroom

One of the first things I did with my students each year was create a personal dictionary.  This was a place where they could record all of the vocabulary we studied throughout the year. It was easily our favorite and most used classroom resource. If you've been thinking about starting personal dictionaries in your classroom let's chat a little bit about what they are, and why they are so great! If you know you want to use one, but aren't sure where to start, we'll cover that too.

First off - you might be asking - What is a personal dictionary? A personal dictionary is a collection of words created by the person that will be using it. For students these may be words that they need to remember how to spell, or vocabulary words they have studied in class. 

Ok, but why should students keep personal dictionaries? Well, many reasons!

You the old joke about not needing to write something down, you'll just remember it? That's a joke for a reason. The fact is that writing something down helps you remember it. And writing down words that they have learned helps students remember them. Taking the time to record new vocabulary into a personal dictionary assists with memory and recall.

A personal dictionary gives students a reference when they can't remember how to spell a word, or remember what it means. In a perfect world your classroom would have a beautiful, large word wall, where you can put all of your vocabulary and their definitions. But for most of us, that is just not practical. If students have those words handy in a notebook right there in their desk they are more likely to use it when they need it.

One of my favorite aspects of the personal dictionary was that it was a physical representation of all of the learning we had done. Since we added new vocabulary regularly, by the end of the year my students had a book overflowing with tangible evidence of all they had accomplished.

So, if I've convinced you to give personal dictionaries a try in your classroom, you might now be wondering how?

In my classroom we used the Picture Dictionary and Dictionary Resource found in my TpT store. For my primary students I knew the list of vocabulary words we would be studying throughout the year, and entered those words into their dictionaries ahead of time. Then, whenever we finished a vocabulary unit they would glue the images into the dictionaries with the matching vocabulary word. For my older students, they kept a binder with alphabet dividers. As they added words they would place the word study graphic organizers behind the correct letter. You can read more about these resources here. (This is an older blog post, and the graphics and fonts in the dictionaries have been updated)

But, you can also create personal dictionaries in a regular old notebook! I prefer composition notebooks over spiral notebooks since they will be used throughout the year, and seem to hold up better going in and out of desks and cubbies. Once you have a notebook, divide the number of pages by 26 (the number of letters in the alphabet. Then, you'll probably want to subtract pages from less common first letters, like Q, X, Z, and add them to more common fist letters, like M, S, and T. Finally, you label the pages for each letter. You can keep it simple and simply write the letter in the top right corner, or you can use the personal dictionary headers freebie I have! Just enter your name and email below to receive the freebie.

If you give personal dictionaries a try in your classroom I would love to hear about it! You can connect with my by e-mail at michelle@teachingeternity.com or find me on Instagram @TeachingEternity

Personal Dictionaries in the Classroom

Thursday, September 30, 2021

5 Fall Read-Alouds

When I decided to update my Vocabulary Units, I knew I wanted to include some interactive read-alouds. It is so important to read high quality, engaging texts to all students - English Language Learners are no exception. I was looking for books that would interest students, provide opportunities for discussions, and included rich vocabulary. I also wanted books that weren't too long so that primary level students would attend throughout the story. While I read and loved many fall themed books - these five were my final choices.

Full of Fall by April Pulley Sayre

April Pulley Sayre’s Full of Fall is a beautiful collection of photographs to portray the fall season. The simple text has a subtle rhythm and rhyme. Students will enjoy both listening to this text as a read-aloud and studying the images in detail. The photographs follow the timeline of fall from the end of summer in September to the first snowfall at the end of the book. The author includes notes at the end of the book to explain the scientific processes that leaves go through.

Discussion Questions

p. 2-3 The first day of fall is September 22nd. The text says, “Green goodbye.”  Why do you think the text says this? What colors do you think of for fall?

p. 12-13 This photo looks like it was taken while laying under the tree. Imagine laying under this tree. What would you hear? What else would you see? How would it feel?

p. 19 Why do you think these leaves are floating in the air?

p. 22-23 The leaves on the ground are dying up. How could those leaves get cleaned up? Tell us about a time you may have helped cleaned up leaves.

p. 30-31 Compare this photograph of a forest to the photograph of a forest at the beginning of the book. What differences do you notice?

p. 34-35 What season comes after fall? What signs of winter do we see in this photo? What is surprising about this picture? The author explains that this kind of tree loses it’s leaves in the spring rather than the fall.

Post-Reading Activity

After reading, have each student choose one photo as their favorite. Then ask them to describe the photo. This can be done in writing or in conversation.

We’re Going on a Leaf Hunt by Steve Metzger, illustrated by Miki Sakamoto

We’re Going on a Leaf Hunt by Steve Metzger is an adorable book about three children going on a leaf collecting adventure.  Just like in the classic book We’re Going on a Bear Hunt by Michael Rosen, the children come to obstacles they can’t go over or under. The surprise at the end that sends them home is good for a giggle. Miki Sakamoto’s illustrations are simple and perfectly compliment the text.

Discussion Questions

before reading The title of this book is We’re Going on a Leaf Hunt. Have you ever read a book with a similar title? What happened in that book. What do you think these 3 friends will see and do on their leaf hunt?

p. 2-3 The friends just climbed a mountain. The author included some sound words – did you hear them? Why do you think those are the sounds for climbing a mountain.

p. 8-9 How are the friends feeling about going through the forest? How can you tell? Have you ever walked through a dark forest? What could be scary in a dark forest?

p. 16-17 These leaves are in a big pile for jumping in. Have you ever jumped into a pile of leaves? Was it fun? Why or why not? How do you think the leaves got into a pile for jumping?

p. 20-21 The friends are putting on life jackets. Why are life jackets important when you are getting in a boat?

p. 25 The friends found a skunk behind the bush. Why are they running away from the skunk?

Post-Reading Activity

After reading, provide students with images to represent each step of the hunt - mountain, forest, waterfall, and lake. Ask students to sequence the images. Add on a writing piece by asking students to write a sentence or label each step.

Apple Countdown by Joan Holub, illustrated by Jan Smith

I remember trips to the apple farm being a favorite growing up, and this book definitely captures all of the fun! Apple Countdown by Joan Holub follows a class of 19 students and 1 teacher on a field trip counting down from 20, all the way to 1.  Along the way there is some helpful information, like the best way to pick an apple, a little bit of science – showing apple trees in all 4 seasons, and even some math! Students in your class will have just as much fun listening to the book and looking at the pictures as the characters do on their field trip.

Discussion Questions

before reading Look at the cover of the book. What do you see? What do you think this story will be about?

19 The class is on the bus headed to a field trip. Have you ever been on a field trip? Where did you go and what did you do there? Where do you think these kids are going?

17 What are some things they think they may see on their field trip. Do these help you guess where they are going?

12 & 11 Applebee farm has apples and bees! Why would bees be an important part of an apple farm? These pages also show different types of apples. What is your favorite kind of apple?

3 They made apple pies from some apples. What are your favorite ways to eat apples?

1 Throughout the book there have been clues that Lee was going to lose his tooth. Why do you think his tooth finally fell out?

Post-Reading Activity

After reading, ask students to draw or write about an apple tree in different seasons.

Fall Leaves Fall! by Zoe Hall, illustrated by Shari Halpern

Two brothers anxiously await their favorite season – FALL! Fall Leaves Fall is a simple story about many things you can do in the fall.  The brothers catch leaves and collect leaves, they rake leaves and jump into the pile. The illustrations are bright and simple in the most perfect way.

Discussion Questions

p. 1 The text says, “How do we know when fall is coming?” What are some ways we know the season is changing from summer to fall?

p. 6-7 Compare the illustrations on pages 2 and 3 to the illustrations on these pages. What has changed? What has stayed the same?

p. 19 Look at the squirrels. What are they doing? Why are they doing that?

p. 22-23 Have you ever helped rake leaves? Is it a hard job? How else can you get leaves off of the ground?

p. 30-31 The brothers are very excited about their leaf pile What do you think they will do next? Have you ever done that before?

p. 34-35 What season is coming next? What clues do you see in the illustrations?

Post-Reading Activity

After reading, brainstorm different activities for fall as well as activities you would not do in fall.

By the Light of the Harvest Moon by Harriet Ziefert, illustrated by Mark Jones

By the Light of the Harvest Moon by Harriet Ziefert is a fun book about ‘leaf people’ who have a party to celebrate the first day of autumn. The story begins with farmers finishing up the day and heading to bed. The bright moon shines down as the wind blows and the leaf people emerge. They bob for apples and have a pumpkin stacking contest before enjoying fall desserts like pumpkin pie. The illustrations by Mark Jones are beautifully detailed and reflect the glorious colors of the season. 

Discussion Questions

p. 5-6 The text says the farmer is ‘weary’.  What do you think ‘weary’ means?

p. 6-7 The leaf people are decorating a table. What does this remind you of? Has your family ever decorated a table for a big party? Who is this party for?

p. 19 The leaf children are doing lots of fall activities like bopping for apples and pumpkin stacking. What are your favorite fall activities?

p. 22-23 Surprise! They are having a dessert party! What dessert do you see on the table? Which would you like to try?

p. 30-31 What does it mean when it is the fall equinox? The first day of fall is September 22nd. 

p. 34-35 Compare the trees in this photo to the trees in the beginning of the book.  What has happened? What clue did the leaf people leave behind?

Post-Reading Activity

After reading, students can create a poem about fall. A five senses poem or an acrostic poem using the word harvest would be great!

If you are looking for these discussion questions and activities ready-to-print and use please check them out in either my Fall Vocabulary Unit or my Fall Read-Alouds resource in my Teachers Pay Teachers store. If you chose to read any of these books with your students I'd love to hear about it! You can e-mail me at TeachingEternity@gmail.com, or connect with me on Instagram, @TeachingEternity.

          

Find a free download of fall themed books by signing up below!

5 Fall Read-Alouds

Friday, September 10, 2021

People at School Read-Alouds

When I decided to update my Vocabulary Units, I knew I wanted to include some interactive read-alouds. It is so important to read high quality, engaging texts to all students - English Language Learners are no exception. I was looking for books that would interest students, provide opportunities for discussions, and included rich vocabulary. I also wanted books that weren't too long so that primary level students would attend throughout the story. While I read and loved many teacher themed books - these five were my final choices.

Same Way Ben by Maryann Cocca-Leffler

Same Way Ben by Maryann Cocca-Leffler is a great book for students about to experience their first substitute teacher. Ben did the same thing every day, he put on the same clothes, went to school, sat at the same table, ate the same lunch, and everything was perfect! However, Ben’s world gets thrown for a loop when suddenly there is a substitute teacher, and nothing is the same at all. With the help of friends and a special teacher, Ben learns to embrace the change. 

Discussion Questions

p. 5 Ben likes things the same every day. Is there anything that you like to keep the same every day? Are there things that you like to change?

p. 8-9 How is Ben feeling? Why do you think he is feeling this way? Have you ever felt sad or nervous about something changing?

p. 16-17 Even more things are changing in Ben’s class. What do you think Ben should do about all the changes? Is there someone he could talk to?

p. 22 Mrs. Garcia says, “Changes make life exciting… like an adventure!” Do you agree with Mrs. Garcia? Why or Why not?

p. 26-27 Ben is trying something new! Looking closely at the picture - What is Ben doing that is different that his usual routine?

after reading What did Ben learn about change? Have you ever had to make a change you were scared about, but it was a good change in the end?

Post-Reading Activity

After reading, complete a story map to identify the setting, characters, beginning, middle, and end. This book would also be a great way to start the conversation around the expectations when there is a substitute teacher.

First Day Jitters by Julie Danneberg, illustrated by Judy Love

This book is a classic beginning of school story – and for good reason. It gives students a glimpse into a teacher’s thoughts and feelings on the first day of school. Up until the very end readers believe that Sarah Jane Hartwell is a student nervous about her first day of school. Every kid can empathize with her reluctance to start at a new school. Reading this book and sharing your feelings about the first day with your own students will help to create a caring and empathetic classroom.

Discussion Questions

before reading This book is called First Day Jitters. Do you know what the ‘jitters’ are? It means you feel nervous. Do you feel nervous on the first day of school?

p. 4 Sarah says, “I hate my new school.” Why do you think she says that? Has she ever been to the school? Have you ever said you didn’t like something before you tried it?

p. 6-7 Look at these two groups of students. Which group would you like to go to school with? Why?

p. 15 Sarah says, “My head hurts.” Why does she say that? Have you ever gotten a headache or stomachache thinking about doing something you didn’t want to do? Do you think she should stay home today?

p. 24-25 Look at the classroom – how is it like your classroom? How is it different?

after reading Sarah is the teacher! Did you know that teachers can feel nervous on their first day of school too?

Post-Reading Activity

After reading, compare the ways you, as a teacher, feel on the first day of school with the ways students feel on the first day of school. Be honest with your students about your feelings. This can help with building relationships in the classroom.

School’s First Day of School by Adam Rex, illustrated by Christian Robinson

This lovely book is told from the point of view of a new school building. When Janitor tells School that soon teachers and children will be coming School becomes nervous. When the first day finally arrives, School is disheartened to learn that not everyone likes him. However, as the day goes on things get better for everyone. After all the students go home, Janitor returns, and School tells him all about the day. School decides that being a school is lucky after all!

Discussion Questions

p. 1 Look at the school they have built! Can you see School’s face? Watch for that face carefully because it will change in the story to tell us how he is feeling. Does this school look like your school? How is it the same? How is it different?

p. 6-7 Look at this big room – what do you see? What different things can this room be used for?

p. 8-9 Look at School’s face now. How is he feeling? Why do you think he is feeling that way? How did the children get to school?

p. 17 Why do you think the little girl says that she does not like school? How is she feeling? Have you ever felt that way about school?

p. 26 Look at school now, at the end of the day? How is he feeling? Why do you think he is feeling better? What happened that made him happy?

after reading What makes a school special, and different from a house? Do you think school will be nervous to have the children back tomorrow?

Post-Reading Activity

After reading, create a character map for School. Use what he says and thinks to fill in the map.

How to Get Your Teacher Ready by Jean Reagan, illustrated by Lee Wildish

This adorable book takes students through various important dates in the school year. For each special day there are jobs students can do to help their teacher get ready. There are even plans for when the day doesn’t go as planned. How to Get Your Teacher Ready by Jean Reagan is a perfect read-aloud for the beginning of the school year. 

Discussion Questions

p. 2-3 This page is “How to Welcome your Teacher” What are some ways you can make your teacher, or another classmate feel welcome in our class?

p. 8-9 Have you ever performed in a concert? How is the teacher feeling? How do you know? What helps them to feel better?

p. 12-13 This day did not go as planned! What went wrong? What did they do to fix it? What other ways can you try to fix a bad day at school?

p. 14-15 These students are teaching their teacher about their favorite topics? What is your favorite thing to learn about? Who do you like to talk about that topic with?

p. 16-17 They are getting ready for field day? What do you know about field day? What kind of games do you play on field day?

after reading This book talked a lot about special events at school. What special events at school are your favorites? How do you and your teachers get ready for them?

Post-Reading Activity

After reading, brainstorm ways that students can help their teachers.

Clothesline Clues to the First Day of School By Kathryn Heling and Deborah Hembrook, illustrated by Robert Davies

If you’ve read any of the Clothesline Clues books – then you’ll know this is a good one. Every other page gives clues to someone who works at school, followed by a page of them doing their job. Students will love guessing who is who based on the clues. 

Discussion Questions

Allow students to guess the school staff member after each page.

Post-Reading Activity

After reading, students can create clues to school personnel. They can then present the clues to the group.  

     

If you are looking for these discussion questions and activities ready-to-print and use please check them out in either my People at School Vocabulary Unit or my People at School Read-Alouds resource in my Teachers Pay Teachers store. If you chose to read any of these books with your students I'd love to hear about it! You can e-mail me at TeachingEternity@gmail.com, or connect with me on Instagram, @TeachingEternity.

Click the image above for a list of more picture books about people at school.

People at School Read-Alouds

Wednesday, August 18, 2021

Organization for Pull-Out Teachers

As an ESL teacher I taught through a mix of pull-out and push-in instruction. I loved being able to go into my students' classrooms! I got to meet their classmates, work closely with their teachers, and support them with their classwork. I also loved the times when I had the small group in my own classroom for targeted language instruction. However, being in and out of the classroom regularly was tough for my type-a personality! I struggled to stay organized with materials, supplies, and schedules.  Here are a few things I learned that helped me, and my students, make the most out of our time together!

Student Supply Bin

When I first started teaching I thought my students would bring their own supplies to our pull-out groups. I was disabused of that notion quickly. There was no way I could expect 1st graders to remember to bring crayons, scissors, and glue to our group from their classroom. So I quickly learned that I needed to keep all of those supplies in my classroom. The next conundrum was where to keep the supplies so that we could access them easily, but they weren't in the way. After a few variations I landed on a basket of supplies organized into cups or baskets, which I would keep within arms reach. Usually that meant on one end of my beloved kidney table.

The staples in the supply bin were: pencils, cups of crayons, scissors, and glue sticks. I would have enough to hand out so that each student could use their own without having to share. I also frequently had highlighters, markers, and post-it notes in the bin. While the supply bin changed shape and evolved over the years, it always helped keep us organized.

Student Materials Drawers

Another organizational struggle for my pull-out groups was where to keep the materials that stayed in my classroom. My students would have notebooks or binders, and often reading materials that would need a home in my classroom when they weren't there. I tried mailboxes and file folders in a milk crate, but was never satisfied. With the mailboxes students were always just jamming materials inside, which frequently meant ripped pages and damaged books. The file folders didn't like the heavy notebooks and books and would frequently rip. 

After a few years I ended up with the 12x12 scrapbook paper storage drawers. I would label the front of the drawer with each student's name. Because the drawers could be pulled open there wasn't the cramming it all in issue we'd had with the mailboxes. And since they were made of a sturdy plastic they held up better than the hanging files in a milk crate. The drawers would always be placed close by the kidney table where we were working. Within a few weeks of using the drawers, I rarely had to remind students where their materials were, or replace lost or damaged materials.

Teaching Materials Bins

Along with organizing student materials I needed to figure out a way to organize my own teaching materials. My organizational style for these materials changed every single year, depending on my groups and my schedule. However, the one I would come back to the most frequently were the colorful book boxes I picked up at Target. I found that using those - one for each group - kept my materials the most organized. 

Within those book bins I would use file folders to separate out the days. For my push-in materials I loved using spiral bound folders. I could organize the materials by the day, and take the entire set of folders with me to the push-in class. That way if I needed to move ahead to the Thursday's materials on Wednesday I always had them with me. I kept these bins close to my desk - either on a table or bookshelf nearby.

DIY Lesson Planner

I think it is time for a confession... I am not actually a type-a person. I am more of a type-b person, who really wants to be a type-a. I use organizational supplies and planners to help move me in that direction. In fact I love planners. I am always on the lookout for a good planner. And there are lots of awesome lesson planners out there. But none of them ever worked for me. This one was too big, that one was too small. This one had too much that I didn't need, this one didn't have what I needed at all. So for me a DIY planner was a must.

When I was creating my ideal planner I did not want it to be BIG. I didn't want it to take up a lot of space on my desk. That was why I ended up with a half-page sized planner. Luckily, I did not need to write a lot of details in my lesson plans to be able to turn them in - a simple 'Chapter 2' would do in my plan book. (Don't worry - there were detailed unit plans and a scope and sequence elsewhere - they just weren't in my day-to-day planner). For a while I used a daily lesson planner, but I eventually shifted to a weekly planner so that I could easily view the entire week. I also preferred a binder planner system to something spiral bound so that I could add and take away pages as needed. You can find the planner I created in my Teachers Pay Teachers store, or by clicking either of the images below.

     

A few bonus tips:

• Keep your schedule with you - I kept mine in the pouch on my lanyard. This way I wouldn't lose track of where I needed to be next.
• Use color coding - Each grade level had it's own color for student files, meeting notes, phone calls etc. There was even a year when I wrote lesson plans in the colors that corresponded with my color coding system.
• Create a list of tasks that need to be completed, how often they need to get done, and when you will do them. For example, Wednesday was lesson planning day, so Thursday and Friday could be materials prep days.
• If an organizational strategy isn't working for you and your students - change it! Experiment with different strategies until you find what works. Chances are you will be tweaking your system each year - embrace the chance to find something just a little bit better.

I hope some of these tips will be useful to you! If you use any of them I'd love to know about it - you can e-mail me at TeachingEternity@gmail.com or reach out on Instagram @TeachingEternity.

Organization for Pull-Out Teachers

Friday, July 16, 2021

5 (more) Colors Read-Alouds

When I decided to update my Vocabulary Units, I knew I wanted to include some interactive read-alouds. It is so important to read high quality, engaging texts to all students - English Language Learners are no exception. I was looking for books that would interest students, provide opportunities for discussions, and included rich vocabulary. I also wanted books that weren't too long so that primary level students would attend throughout the story. My first collection of colors read-alouds feature the colors of the rainbow. This time I looked for books featuring other colors like black, white, pink, gray, and brown. These were the best of the best.

Mix it Up by Hervé Tullet

Mix It Up! by Hervé Tullet is the perfect book for learning about colors. It is interactive and students will love following the author’s directions to mix colors. The page images look like wet paint, which will delight any budding artist. If you have the chance – it would be so much fun to have students mix paint along with the book. If students enjoy Mix It Up! they may also enjoy Press Here by the same author.

Discussion Questions:

Before Reading This book is called Mix It Up! What do you see on the cover? What do you know about mixing paint colors.

p. 9 Now that all the colors are here – what colors do you see? Do you see your favorite color?

p. 13-14 What will happen when you take a little bit of the blue and mix it with the yellow? (Ask the same for the next two pages – red to blue, yellow to red)

p. 25-26 We know that mixing the yellow and blue will make a green. Do you think tilting the book will change the way it looks? How will it change?

p. 45-46 Now we are going to mix white with the colors to make them lighter. What might you need a lighter color for? What might you need a darker color for?

After Reading  Do you like to paint? Did this book inspire you to want to try painting?

Post-Reading Activity:

After reading, students can use markers or paint to try mixing colors.

Elmer by David McKee

Growing up, Elmer by David McKee was always one of my favorites.  Elmer is a colorful elephant who lives with a herd of gray elephants of all shapes and sizes. Elmer always had fun games to play and jokes to tell. One day, Elmer decides to try being elephant color. When he returns to the herd, he notices that no one is laughing. In the end, Elmer decides that being himself is best. This is a great book for teaching students to value what makes them unique.

Discussion Questions:

p. 1-2 Here we see a herd of elephants. The text says, “Elephants young, elephants old, elephants tall and short, fat and thin.” Can you find elephants that fit those descriptions?

p. 5-6 Elmer and the elephants are having fun. How do you think the other elephants feel about Elmer?

p. 11-12 What do you think Elmer is going to do with these elephant-colored berries?

p. 15-16 When Elmer walked through the jungle the first time what did the animals say? Why is it different this time?

p. 19-20 Why aren’t any of the other elephants laughing and playing? What do you think Elmer is going to do?

p. 29-30  Look at all the elephants in the Elmer’s Day Parade! Which one do you like best? Why? Which one is Elmer? How do you know?

Post-Reading Activity:

After reading, students can identify the different story elements - setting, characters, beginning, middle, and end. Or have students color and describe their own elephant.

What Color is Night by Grant Snider

When you think of night-time the color that usually comes to mind is black. What Color is Night by Grant Snider points out all the color in the night. Color from streetlights and stars, color from the moon and the moths. The text has a subtle rhyme and rhythm to it, almost like a lullaby. The illustrations are made with bold lines and large shapes, making them easier to see with the dark colors. This book will encourage everyone to look out their window at night and search for colors.

Discussion Questions:

before reading This book is called What Color is Night? What color do you think of when you think about night-time? Do you think the night can have any other colors?

p. 11-12 Do you see the fireflies in the park? Have you ever seen fireflies before? Where did you see them?

p. 15-16 Do you know why moths like to fly near the light? Have you ever seen moths do this?

p. 17-18 There are lots of lights in the city! There are lots of neon red signs – but what other lights do you see?

p. 19-20 Now we are leaving the city. Where do you think night-time color will come from in the country?

p. 37-38 The girl is dreaming about flying over the clouds. This picture is very colorful. What colors do you see?

Post-Reading Activity:

After reading, students can draw and label things that they see at night.

Not Quite Black and White by Jonathan Ying

This exploration of Black and White is surprisingly colorful. Each black and white animal has a colorful trait. From a penguin with yellow boots, to skunks with blue trunks, each page will delight the reader. Each pair of pages has rhyming text, and the entire book has a rhythm perfect for reading out loud. The illustrations are simple. There is just enough detail to make them fun to look at, but not so much as to overwhelm. Each illustration is done in black and white, except for the pop of color each animal sports. Not Quite Black and White is a perfect addition to a classroom or home library.

Discussion Questions:

before reading What animals can you think of that are black and white?

p. 4-5 The Dalmatian is feeling brave in a red cape? Why would a Dalmatian need to be brave? What is a job Dalmatians usually have? Do you see a clue to the job on the page?

p. 8-9 The llama is wearing a scarf to stay warm in the mountains. What do you wear to stay warm? Did you know that scarves can be made from llama wool? Do you think she is wearing a llama wool scarf?

p. 12-13 The horse is wearing an orange vest to direct traffic. Why is orange a good color for this job? Who else can you think of that wears an orange vest like this? Is their job anything like this job?

p. 16-17 The cow is bringing milk for kids. Why is that the perfect job for a cow?

after reading That was a fun book! Which animal was your favorite? Why? Did any animals surprise you?

Post-Reading Activity:

After reading, ask students to draw or color black and white animals using non-traditional colors. Then write a sentence to describe the animal.

Cat's Colors by Airlie Anderson

Cat’s Colors by Airlie Anderson is a simple picture with an adorable surprise at the end. It starts with a white cat on a gray day. Cat decides to go exploring and collect some colors. The illustrations are clear and simple to match the clear and simple text. As cat wanders, dots of color pop up on her fur. She spends the entire day walking around and collecting colors until she finally falls asleep in a patch of tall grass. In the morning there is a little surprise that will make everyone say “Aww!”

Discussion Questions:

p. 1 Cat is doing gray day things. What kinds of things do you like to do on cloudy gray days?

p. 4 Cat is going to collect colors? What colors do you think she might find? Where do you think she will find some color on this gray day?

p. 5-6 Cat found green in the leaves. What do you see happened to cat when she looked at the green leaves? Is that something that could really happen?

p. 11-12 The text says, “Cat reflected on the blue pond.” What does reflected mean? Where do we usually see our reflection?

p. 17-18 The text has the phrase, “sparkling black cosmos.” What does the word cosmos mean? What is cat looking at? What is making space sparkle?

p. 25-26 Cat had some adorably colorful kittens. One for every color she found. Can you remember where she found each color?

Post-Reading Activity:

After reading, students color a cat and describe where each color came from.

  

If you are looking for these discussion questions and activities ready-to-print and use please check them out in either my Colors 2 Vocabulary Unit or my Colors 2 Read-Alouds resource in my Teachers Pay Teachers store. If you chose to read any of these books with your students I'd love to hear about it! You can e-mail me at TeachingEternity@gmail.com, or connect with me on Instagram, @TeachingEternity.

Click the image above for a list of more picture books about colors.

5 (more) Colors Read-Alouds

Friday, June 25, 2021