You can find a teacher copy of this book and the Targeted Treasure Hunt for it in the red Silly Book mentor text bucket in the bookroom. We have a complete set of lesson plans left over from our SFA book set, which might be useful for comprehension questions and vocabulary lessons. We also have 29 student copies, separated into book sets of six each and filed under Guided Reading level M.
The SFA suggested instructional goal is “questioning II,” which involves asking questions that can be proven in the text as well as asking higher level questions. There isn’t a CAFE menu in the bag yet, as I am writing this post during Snowpocalypse 2010 and I don’t have access to the copy machine.
If you’re using this in a unit on families, we also have book sets on grandmas for Fountas and Pinnell levels D and E (DRA 5 and 8), and a billion books on families. I’m sure there are many others that would fit into the category — I’ve only searched for books with grandma or families in the title or subject tags.
Additionally, you might also want to take the unit in the direction of women making breakthroughs in baseball.
I ADORE this reading of There Are Cats in this Book. Many thanks are due to Library Assistant Mrs. Cole, who introduced me to the book in the first place (and purchased a copy for our school library!). Thanks also to Betsy Bird, who shared the video.
The bag includes a lesson connected with Washington state EALRs 2.1.3: Connects previous experience and knowledge when reading. and 2.2.1 Finds similarities and differences in texts. Pages in the texts are marked with labels for suggested comprehension questions.
As with most of our bookroom books, you can find a CAFE menu highlighted in the bag. I saw several routes that lessons could take — please highlight others with your ideas! If you’d like a copy of the CAFE menu aligned to Washington state standards, one should be laminated and attached to the side of the bookshelf immediately inside the bookroom door.
Retell the story (you could also have students make a plot grid where they compare and contrast the different versions of The Three Little Pigs. A great blackline master for book comparison is available on Appendix p. 30 in Guiding Readers and Writers by Fountas and Pinnell)
Use prior knowledge to connect with text
Recognize literary elements (genre, plot, problem/resolution, theme)
Reread text (particularly if students are reading several different versions of The Three Little Pigs)
Practice high-frequency words (and phrases — if you see a fairy tale that starts with “Once,” chances are you know that it will begin with “Once upon a time.” That’s how good readers can start reading in phrases instead of word-by-word.)
When we read fairy tales or fables in class, my students inevitably ask, “But who wrote it FIRST?” They are often completely perplexed to discover there isn’t THE FIRST Aesop’s Fables or THE FIRST Cinderella that they can put their hands on. That’s why I think this site is so fantastic. It shows several “original versions” of The Three Little Pigs from across the globe.
One of the CAFE strategies we learned this week was the comprehension strategy of using reference material. As we were reading Avi’s Poppy, we came across a section where Poppy puts lady slipper petals on her feet and pretends like she’s Ginger Rogers dancing with Fred Astaire.
First we tried the strategy of Back Up and Reread. We reread the section. But no matter how many time we reread the word “lady slippers” or “Ginger Rogers,” we weren’t going to somehow spontaneously understand what those phrases meant by using the clues in the text.
We could have turned to the dictionary or a thesaurus, but in this case, photos and videos from the Internet seemed to fit the bill.
Poppy talks about dancing as though she were floating on air. After watching a few videos of Ginger Rogers and Fred Astaire, I think you know what she means.