资料文稿案例teachers guide米粒妈i can read teachersguide level

1、TGClassroom1_T 5/2/07 9:12 AM Page 1IntroductionAbout This Guide23Authors NameTitleAverill Benchley Bonsall Hoff Hoff Hoff Hoff Hoff Hoff Hoff Hoff Johnson Karlin Parish Parish Schwartz Schwartz Wiseman WisemanZionThe Fire Cat Oscar OtterAnd I Mean It, Stanley Danny and the DinosaurHappy Birthday, D

2、anny and the Dinosaur! Danny and the Dinosaur Go to CampThe Horse in Harrys Room GrizzwoldMrs. Brices Mice Sammy the SealWho Will Be My Friends?A Picture for Harolds Room The Fat Cat Sat on the Mat Dinosaur TimeNo More Monsters for Me! There Is a Carrot in My Ear I Saw You in the Bathtub Morris the

3、MooseMorris Goes to SchoolHarry and the Lady Next Door456810121314161718192021222324262728Graphic Organizers29ContentsTGClassroom1_T5/2/07 9:12 AM Page 2Dear Teacher,HarperCollins Childrens Books is pleased to present this guide to ourI Can! series. Begun in 1957, the I Can! list includes morethan 2

4、00 titles. I Can! books have been awarded honorsfor distinguished childrens books: Newbery and Caldecott Honors andALA Notable Awards, to name a few. They feature a fabulous cast ofcharactersthis collection will introduce yours to the joys ofing through Danny and the Dinosaur, Sammy the Seal, Morris

5、 theMoose, and many others.Whether you areing to children or with children, or guidingthem during independenting, the I Can! Classroom in a Boxwill provide you with great literature and activities designed to enhancelanguage arts instruction. Yourconnections between their world ands will gain insigh

6、ts and makexercisesliteracy skills.Your Classroom in a Box collection includes 6 copies each of 20 titles.In addition, there is a classroom poster with ayourcollection. For more information and activities, please be sure to visit ourwebsite at.Happying!2TGClassroom1_T 5/2/07 9:12 AM Page 3Each entry

7、 in this Teachers Guide includes:The literacy skills and objectives reinforced through the activities in this guide include:Story SummaryGuided Objectivesing LevelAuthors purpose Chapters Character analysisCompare and contrastPre- Aftering, Duringing, andTo enhance your use of following definitions:

8、PRE-dea and supporting Making inferencesNew vocabulary Patterns of language Phonemic awarenesssispurpose and focus to theDURINGProblAsinformation and use literacy skills to make the story meaningful.fluency, helpsin context, and allows the by characters and story plot.Sequencing evenAFTERReturning t

9、o the text givesto validate their understanding of the illustrations, characters, and story elements. It enhances critical- thinking 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

10、 be used to explore and feelings about what they haves thoughts.3About This Guide:TGClassroom1_T 5/2/07 9:12 AM Page 4The Fire Catwritten and illustrated by Esther AverillSummary: Pickles, a scrappy spotted cat, spends his days chasing other cats. When he gets achance to be the fiouse cat, Pickles c

11、hanges his ways and finObjectives: Study character developtcomes.do. Think out loud: ht thing?Activity 1Explain to thethat has chapters. Review the table of contents. AskINGity 4e character analysis of Pickles from Activity 2.throughout the pare Pickles in the beginning to Pickles inthe end. Whythat

12、 these numbers represent the page where each new chapter begins.and go on a picture walk. Ask thethe illustrations for clues about the cat, Pickles.the character Pickles.Activity 5Response worksheet from the back of the guide. Havestory by writing why theyActivity 2Pickles. Haveand record them on a

13、chart. Discuss why Pickle naughty.Discuss Mrs. Goodkind. Askabout her character and her name. List ways Mrs. Goodkind was “good” and “kind.”Explain to therds are word. Give ” andrs andexamples such as “cupcake,” “dogh “sandbox.” Have the class brain put the answers in a runninThere are many comCat.

14、Put a list on thActivity 3Explain how to find the names of the next two chapters in the table of contents. Showto use the page numbers listed to find those chapters in the story. The chapters are called “The Fire Cat” and “The Old Tree.” Revisit the piFiresomedaysomethibehavior. On page 40, for exam

15、ple, Pickles says he4DURINGPRE-TGClassroom1_T 5/2/07 9:12 AM Page 5Oscar Otterby Nathaniel Benchley, pictures by Arnold LobelObjectives: Identify story elements. Use new vocabulary in context.Identify problems and solutions.for Oscar to stayto home. Talk about howanimals have natural enemies and nee

16、d to protect themselves. Oscar did not make a wise choice to wander far from safety. Discuss the new vocabularyActivity 1the title and the names of the author and illustrator. Ask theotters. Make a chart onActivity 2Go on a picture walk. Discuss the s characters. Pay attention to the vivid sce anima

17、ls. Tell the group they will listen orout what happens to Oscar Otter and to find ne vocabulary words in the plete (slide) but a fallen tree wn by a (beaver) is in his way.car has to (build) another slide. He builds one high up on a (mountain). Oscar begins to (explore) and he gets lost.Act

18、ivity 3Present new vocabulary words from the story:otter mountain mountain lionWrite the words on up to thslide explore moosebeaver foxar was being watched by a (fox) , who was tched by a (wolf) .being watched by a , who was being watchedthe group if anyone has ever gone exploring. What happened? Wh

19、ere are slides usually found? Could you make a slide or a ramp? The beaver ith his tail andhelped Oscar get home safely.Activity 6the Story Map found at the back of theActivity 4As you yours. On page 13, Oscar has a problem.What is it? How can he solve it? How does he solveit?page 16. Ask the class

20、why it is so important5DURINGPRE-INGSummary: Oscar Otter ignores his dads warning about the dangers of building a slide far from safety. Oscar is chased by some dangerous characters but manages to escape with a little help from a beaver.GRL JTGClassroom1_T 5/2/07 9:12 AM Page 6And I Mean It, Stanley

21、written and illustrated by Crosby BonsallObjectives: Predict outcomes.Activity 1Introduce the book by authors name.Activity 3Have theing the title and thes answer the followingcomp1.2.3.ension questions:Where does the story take place?Who are the main characters in the story? What do you think the g

22、irl wants from Stanley?Look at the illustration on the cover and ask the s what the girl is doing. Pay attention to theitems she is wearing and holding. Ask them who they think Stanley could be. Tell thethey are going to listen orthe girl is doing with all of the junk, and to learn Stanleys identity

23、.5.What happens when Stanley finally appears?se It Again worksheet from theHand outACTIVITY 2As youand what the character is doing as she Stanley. Have theCheck predictioHave theis the girl trying to get Stanley to come out? Who isgroups. Let them create something wonderful out of their junk pile.St

24、anley? Rethe story uninterrupted.6DURINGAFTERPRE-INGSummary: A girl builds a “truly great thing” out of junk. Her friend Stanley is nowhere to be found. Stanleys identity remains a mystery throughout the story until near the end, when the girls creation is almost complete. Stanley turns out to be a

25、big dog, who isy to play.GRL JTGClassroom1_T 5/2/07 9:12 AM Page 7And I Mean It, StanleyUse It Again worksheetNAME: DATE: There are many things around your house that you can recycle. Look at theitems listed on the page. Describe a new way to use each item.The tube inside of a paper towel rollOld bu

26、ttonsA sock that is missing a matchA wiangerAn empty coffee canRipped clothingAn empty soda bottle7TGClassroom1_T 5/2/07 9:12 AM Page 8Danny and the Dinosaurwritten and illustrated by Syd HoffObjectives: Compare and contrast reality and fantasy.Learn new vocabulary. Develop sequencing skills.Activit

27、y 1Show the cover. Note the title and the cover illustration. Discuss the picture. Who is the boy on the dinosaur? Ask the group whether this storywill be real or make-believe. Give examples of other fictional stories you havewhy they could not really happen. Discuss Syd Hoff as the author and illus

28、trator of this book and other books the group hasthe Dinosaur titles.Activity 4Begining the story. As you come to the newvocabulary words, have illustrating the new words Danny and the dinosaur havs point to pictuventures, pointing happen.AFTERActivity 5Have the group explain why this story is ficma

29、ke-believe. Chart responses. Hand out thelityActivity 2Write new vocabulary words on thmuseum, dinosaur, Indians, swords. Askwhat they know about these words. Put the word “museum” at the top of the list and underline it. Explain that displays on these subjects could be found in a museum. You might

30、wish to mention that this book was written in 1958 and that now the term “Native American” is often used instead of “Indian.”Activity 6Discuss friendship. Havestory by writing what they would dinosaur for a friend. Use theworksheet found at the back of this guide. Share responses as a class.Activity

31、 3Explain that the story begins realistically with Danny visiting a museum, but that unrealistic events happen as the story goes on. Tell the group to listen andto find out what happens at the museum to change Dannys day.Activity 7Write the sentences below on thin mixed-uporder. Ask thethe events to

32、ok place.s to tell the sequence in which Danny went to the museum. The dinosaur talked for the first time. Danny and the dinosaur walked all over town. They both went home.8DURINGINGPRE-INGSummary: When a boy befriends a dinosaur, a trip to the museum turns into the excursion of a lifetime.GRL JTGCl

33、assroom1_T 5/2/07 9:12 AM Page 9Danny and the DinosaurReality versus Fantasy worksheetNAME: DATE: each sentence. Color the rectangle red if the situation described in thesentence is fantasy. Color it blue if it could be real.9The dinosaur gave the boy a ride home.The dinosaur spoke to the boy.The ch

34、ildren play hide-and-seek.The dinosaur was in the museum.The dinosaur and the boy played in the park.The boy went to the museum.TGClassroom1_T 5/2/07 9:12 AM Page 10Happy Birthday, Danny and the Dinosaur!written and illustrated by Syd HoffObjectives: Compare similarities and differences. Develop seq

35、uencing skills.Activity 1Brainstorm with the group ways they celebrate birthdays. Make a chart with the responses.Leave room to add a column on how birthdays are celebrated in this story.Activity 4Look at the two columns on the chart. Compare and contrast the similarities and differences between how

36、 the class and the characters in the story celebrate birthdays.Activity 2Activity 5sloud. sometimes drastory. Look at the cover happening. Havegoing to be about.Remind theActivity 1. Explain that the orcelebrate their birthdays.age.Activity 6Chart yours birth dates. Analyze the data.Which month has

37、the most birthdays?Which se Have yourething else theyActivity 3As youways in which the characters are celebrating their birthdays. Record responses on the birthday chartCreate a birthday invitation. Introduce the structure of the invitation (a greeting, who, what, where,and when, etc.) Do this as a

38、group or use as an independent activity.from Activity 1. Rethe story uninterrupted.10DURINGAFTERINGPRE-INGSummary: Danny is turning six, and he invites his friend the dinosaur to his birthday party. The dinosaur has never been to a birthday party before. He sings loudly, eats extra ice cream, and pl

39、ays pin the tail on the donkey. Danny and the dinosaur blow out the candles and wish to be together again next year.GRL HTGClassroom1_T 5/2/07 9:12 AM Page 11Happy Birthday, Danny and the Dinosaur!Sequencing Events worksheetNAME: DATE: the events from the story. Put a number in each box telling in w

40、hatorder the event occurred:The cake came out and everyone sang “Happy Birthday”!Dad and the children hung up balloons.A girl and a boy sang a song.Dannys mom gave out party hats.They played pin the tail on the donkey.The dinosaur sang a song.They ate ice cream.11TGClassroom1_T 5/2/07 9:12 AM Page 1

41、2Danny and the Dinosaur Go to Campwritten and illustrated by Syd HoffObjectives: Identify alliteration. Identify the main idea.in “Danny” and in “dinosaur.” On page 8, look for the “l” sounds in “Lana the leader.” Tell the children that Syd Hoff and other authors do this to make the story more inter

42、esting. It is called alliteration.Activity 1Introduce the book Danny and the Dinosaur Go toCamp.the title. Write the words “camp” andContinue tothe story uninterrupted.“vacation” on th. Ask the group if anyone hasever gone to camp. Explain that people go to camp during summer vacation to get fresh a

43、ir and play many activities. Sometimes they sleep over in a bunk.Activity 5DiscusAskat camps to name activities that they might playust parts of it. at the title of the storActivity 2Look at the illustrations. D group. Ask them to predict whatabout. Tell the children that the “main istory tells what

44、 the whole story is about. The “ support the main idea.Activity 3To demonstrate the concept of the main idea, draw a large circle on thParties Are Fun,” for example. D circle to addAsk theare fun. Tell them to prove it! Explain that they will be listening to orCamp to find out the main idea and supp

45、ortinghe Main Idea worksheet found at the backHaide. Haves fill out the worksheet.the dinosaur” and “Lana the leader” on tOtter.” Ask thealliteration using their own names. Make a class chart with the responses.Activity 4As youthe title, pay attention to the “d” sounds12DURINGINGAFTERINGPRE-INGSumma

46、ry: When Danny goes to camp for the summer he takes along his friend the dinosaur. Whether hes racing, rowing, or hiking, everything this enormous camper does is dinosaur-sized.GRL HTGClassroom1_T 5/2/07 9:12 AM Page 13The Horse in Harrys Roomwritten and illustrated by Syd HoffSummary: Harry loves h

47、aving a horse in his room, even if no one else can see it. But when hewatches some horses in the country runningly, kicking, and nibbling, Hahorse would rather betoo.GRL JObjectives: Identify genre. Develop sequencing skills.Activity 4to find out what Harry does when he gets home. Check earlier pred

48、ictions. Does Harry set his horseActivity 1the title, The Horse in Harrys Room. Ask the group to predict what the story will be about. DiscussActivity 5Go back to page 20.the cover. Asks to look carefully at the horse.Syd Hoff drew him outlined in black. Note that the horse looks almost transparent.

49、 Where does this story take place?the sentence “Sometimesthinking about a thing is the same as having it.”Discuss imagination. Have thestheireyes and use their imaginations to visualize something or someone they would like to have in their rooms.Activity 2Tell the group they will be listening to ori

50、ngHave the with the class.s take turns sharing their answersthis story to find out what happens to the horse in Harrys room.Activity 6Harry did many things with his horse. Put the events in order. Use the words “first,” “then,” “next,” and “last.”Activity 3Aftering up to page 10, ask the group whyHa

51、rrys mother and father do not see Harrys horse.Discuss imaginary friends. Havehands if they have ever had an imaginary friend. On page 14, ask the group why Harrys dad wants to take him to the country to see a real horse. Point out the expression on Harrys face on page 24. How is he feeling about se

52、eing the country horses? What will Harry do when he gets home?The horse waited for Harry to come home from school.His horse watched over Harry when he went to sleep. Harry rode his horse in circles around his room.13DURINGINGAFTERINGPRE-INGTGClassroom1_T 5/2/07 9:12 AM Page 14Grizzwoldwritten and il

53、lustrated by Syd HoffObjectives: Identify reality and fantasy, as well as problems and solutions.Activity 1Discuss animals and their homes with theActivity 4to page 17. Ask problem. Have thelost his home. Have the happen to Grizzwold. Coings to identify Grizzwolds s explain how and why hes predict what willgroup. Chart the responses. Asks to thinkabout the reasons different animals live in different places. Why dont elephants live in trees? Why do monkeys live in th