A Hummingbird’s Life

Every Monday, I highlight a book from our school bookroom along with lesson plan suggestions.

A Hummingbird’s Life, by John Himmelman

I’ve been slowly processing the old mentor texts from the SFA Roots series, and I’m pretty excited to add these to our bookroom for several reasons:

  • Many of them are light on the text, making them perfect for primary read alouds.
  • Most sets have three or more copies, so an entire grade level team can plan their read alouds collaboratively if they so choose!
  • Quite a few of the books have a “sister text” pairing fiction with nonfiction, another powerful planning tool.

If you’re looking to celebrate the arrival of spring with a study of nature and/or of poetry, this website is a good place to start for some hummingbird-inspired poems.

There are no lesson plans included with this book. There is a CAFE menu included with this mentor text, and I’ve highlighted these as suggestions:

Comprehension

  • Use text features. Despite being narrative nonfiction and being such a basic book (its AR readability level is 2.3), A Hummingbird’s Life is chock-full of text features. There’s an info box at the front giving background information on the Ruby-throated hummingbird, a glossary, and an About the Author section.
  • Use main idea and supporting details to determine importance. Another great benefit of this text being so short is that you can copy the entire book onto a piece of chart paper, project it using document I’ve typed here, or give each student their own copy to mark what they believe are the main ideas.

Accuracy

  • Trade a word / guess a word that makes sense. Many primary science units (at least in our school district) are about animals, habitats, and ecosystems. Talk with students about how their familiarity with new vocabulary they’ve learned in their science unit can help them read accurately.

Behaviors that Support Reading

  • Increase Stamina. Because of the limited amount of text in this book, this might be a good book for young primary students to practice making it all the way through a read aloud without needing a body break.

Please add any lessons or supplemental materials to the book bag so future teachers can utilize your good thinking!

Comments and constructive criticism are always welcomed! Please leave a comment if you’ve found this helpful!

Meet Wild Boars

Every Monday, I highlight a book from our school bookroom along with lesson plan suggestions.

Meet Wild Boars, by Meg Rosoff and Sophie Blackall

See a preview of this book at Google Books.

Meet wild boars. They are crude, naughty, and wear sweet vintage-inspired duds. “They are dirty and smelly, bad-tempered and rude. Do you like them? Never mind. They do not like you either.”

DID YOU KNOW that wild boars are an invasive species to North America? It’s true — they came over from Europe. If you’re using this book with older kids, it might be neat to talk about metaphors — the boars as plaid-shirt-wearing ruffians are a bit of a pain, but is this perhaps also a commentary on wild pigs running amok?

Older students (huzzah for using picture books in high school!) might even extend this further to make comparisons with Margaret Atwood’s Oryx and Crake, where wild boars play an alarming role. (Did I just relate feminist speculative fiction to a children’s book about boars? OH YES I DID.)

There are no lesson plans included with this book. There is a CAFE menu included with this mentor text, and I’ve highlighted these as suggestions:

Comprehension

  • Use prior knowledge to connect with text. Countless books are written where the mean old rotten character turns out to have charming, redeemable qualities in the end. Not so in this book. Yet, the author doesn’t advise the reader to take action against these meanies, just to be wary and respond appropriately. What a refreshingly honest message!

Accuracy

  • Use the picture… Do the words and pictures match? Onomatopoeia are great for getting students who think they don’t NEED to use the picture to slow down and take a look at the picture. If you don’t use the picture, how will you know precisely how to articulate that SNORT? How in the world could you decide what emotion TUSK conveys?

Fluency

  • Adjust and apply different reading rates to match text. We usually read a book with repeated phrases and patterns differently than we would a regular fiction book or a nonfiction text.

Please add any lessons or supplemental materials to the book bag so future teachers can utilize your good thinking!

Comments and constructive criticism are always welcomed! Please leave a comment if you’ve found this helpful!

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There’s an Alligator Under My Bed

Every Monday, I highlight a book from our school bookroom and offer lesson plan suggestions.

There’s an Alligator Under my Bed, by Mercer Mayer

This book is one of the old SFA Roots listening comprehension texts, and as such, there are three copies available! Perfect for collaborative lesson planning with your teammates!

In There’s an Alligator Under my Bed, a young boy is fully cognizant of the reptile hanging out below his mattress, despite the fact that he can’t get his parents to believe him. He takes matters into his own hands to solve the problem.

You can watch Mr. Mayer himself read the book in this video:

Boy, would a Mercer Mayer author study be awesome. Especially for folks working on a writing unit on realistic fiction or personal narrative (I’m thinking of the Little Critter books, not There’s an Alligator Under my Bed :)). Also, did you know that Mercer Mayer does non-picture book art too?

There is a CAFE menu included with this mentor text, and I’ve highlighted these as suggestions:

Comprehension

  • Predict what will happen, use text to confirm. The surprise ending of this book would be fun to predict then disprove with explanations from the text.
  • Summarize text, include sequence of main events. This simple story would be perfect for teaching the Somebody-Wanted-But-So framework.
  • Compare and contrast within and between text. Why not compare and contrast this book with There’s a Nightmare in my Closet? Video available here:

Please add any lessons or supplemental materials to the book bag so future teachers can utilize your good thinking!

Comments and constructive feedback are always welcomed. Please let me know if these lessons were useful in your class!

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Chester’s Way

Every Monday, I highlight a book from our school bookroom along with lesson plan suggestions.

Chester’s Way, by Kevin Henkes

Most people love Henkes’ seminal character Lily, of Lily’s Purple Plastic Purse fame. I think she’s obnoxious, and I’m glad this book gives us a chance to learn more about Chester.

First, an aside. I believe Sheldon’s character from The Big Bang Theory is based heavily on Chester. I think these portions are particularly relevant: “Wilson wouldn’t ride his bike unless Chester wanted to, and they always used hand signals.”, “Chester duplicated his Christmas list every year and gave a copy to Wilson, because they always wanted the same things anyway.”, and “One day, while Chester and Wilson were practicing their hand signals, some older boys rode by, popping wheelies. They circled Chester and Wilson and yelled personal remarks.”

Dr. Cooper does not find your personal remarks amusing.

Anyways. This is a great beginning-of-the-year-let’s-be-friends kind of book, and Kevin Henkes is brilliant as always.

There is a CAFE menu included with this mentor text, and I’ve highlighted these as suggestions:

Comprehension

  • Recognize literary elements (character). This book provides a great opportunity to discuss author’s craft, especially if you’re reading this book as part of an author study. Henkes uses very precise, particular, and sophisticated vocabulary when he talks about Chester. Contrast this with the language he uses in Birds or Kitten’s First Full Moon.

Fluency

  • Read appropriate level texts that are a “good fit.” Many primary students would not be able to successfully make it through this book independently, due in large part to fantastic words like “diagonally,” “miniature,” “swung,” and “reminded.” However, if a teacher reads the book aloud to the group first, the book will now be accessible to more students because they are familiar with it.
  • Reread text. See above!

Vocabulary

  • Tune in to interesting words and use new vocabulary in my speaking and writing. I know a several primary teachers who have a Kevin Henkes author study at some point in the year, and the thing that’s so striking to me is what a sophisticated vocabulary Henkes uses in this book. This is a great book for introducing your class’ word collector.

Please add any lessons or supplemental materials to the book bag so future teachers can utilize your good thinking!

Comments and constructive feedback are always welcomed. Please let me know if these lessons were useful in your class!

Japanese Cherry Blossoms

This Friday, we read the section of Hugo Cabret where the automaton dips its pen into ink and draws a startling image. This inspired me to do this art project with our class.

Our results were quite lovely. They brighten up our hallway!

If you’d like to do a similar project, here’s the rubric we used, aligned to Washington state standards.

Japanese Cherry Blossoms rubric

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Videos from today’s Hugo Cabret

This morning, we watched videos featuring automatons. The first automaton is the inspiration that Brian Selznick used in his book.

Today, when we were reading The Invention of Hugo Cabret, Hugo and Isabelle went to the movies. They watched a newsreel, then The Clock Store, then The Million. Here are clips of the videos below:

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