Tag Archives: Rhyming

Fandango Stew by David Davis

Schema: stone soup
In this version, the setting is the times of the wild west. Slim and his grandson, Luis, ride into town hungry with no money. The use a bean to start the process of making stew. The rhyming verse they sing throughout the book engages the students:
“Chili’s good, so is barbecue,
but nothing’s finer than Fandango Stew!”

Many vegetables are mentioned. Students could list the ingredients they have seen in soups and come up with a new twist on this old story.

The Busy Tree by Jennifer Ward

Schema: trees

Personification: The point of view is from the tree.  The tree’s voice is heard through a rhyming text about a tree from its roots to its branches.

Author’s Purpose: The simple text provides the reader with the basic information about how a tree grows, what lives in it, and what lives below it.  The youngest reader will know more about trees after reading this book.

Reader’s Theater: The rhyming couplets read by young children dressed as tree inhabitants would be a wonderful production!

Double Trouble in Walla Walla by Andrew Clements

Schema: school stories, funny spells from old movies such as Freaky Friday

Word Choice: This is a great book to share with students who are practicing creative writing skills.  The word choice in this book sets the tone and adds to the humor.  Check out this great reader’s theater script.  This book is an experience that must be read aloud.

Cause and Effect: Because a weird spell of some kind is cast over Lulu, the effect is that everyone starts talking in doubles.

Robot Zot by Jon Scieszka

Schema: Robot Zot is not from planet earth, so the things we have in our schema are not in his.  He fights with a blender, mixer, coffee maker, toaster, television, and thinks that a dog in a warrior to contend with as well.

This book would be a great example of how we have to make connections in our schema to understand and learn new things.

Personification: Robot Zot feels love for the toy phone.

POV: The story is told from Robot Zot’s point of view, but when he leaves we see the man’s POV as he thinks his dog destroyed everything.

Voice: We hear Robot Zot’s voice in the language and POV.

Pirates by David L. Harrison

Schema: Pirates or sailors on ships, missing a hand or a foot, we can infer that they take risks if they are missing a limb, they wear funny hats, have parrots for pets, brave, hunt buried treasure, modern pirates steal and harm

Text to self connections: Pirates of the Caribbean’s Jack Sparrow, Peter Pan’s Captain Hook

Compare and Contrast the pirates in the book with the pirates in the movies using a T-chart.  Read the “Here’s How it Was” information at the end of the book.

The pirates in the book lead many boring days at sea, eat hard bread, receiving no pay: “Another Day at Sea”

Eating hard bread and soup that make them feel sick: “Table Talk”

Being whipped for fighting: “Cat-O’-Nine-Tails” vs. in the movies the fighting is viewed as fun

Point of View: “Through the Glass” from the POV of an official government ship captain

“Coming for Your Gold” from the POV of the Pirate

“Fog Attack” from the pirates POV

“What’ll the King Say, Cap’n? from the pirates POV

“Trouble” from one of the pirates POV about getting his share of the loot, the “plunder”

“Marooned” from the POV of a pirate that has been left on a deserted island

“On the Run” from the pirates POV

Characterization: “Blackbeard” characterized the pirate, Blackbeard.

Author’s purpose: to make a mental images and feel emotions of what it was like for real pirates

Characterization: Use the Cluster Word Web to list the traits of the pirates in the poems as you read.

Reader’s Theater of “The Pirate’s Code” could be performed after reading the book.

Cause and Effect: “Ship Rules” talks about the effect of breaking the rules.  Because you have joined the Pirates, the effect is that you will regret it.

Because you steal, the effect is being beaten with a whip.

Because you commit mutiny, the effect is being shot and thrown to sharks alive.

Because you lose an arm in battle, the effect is you will be paid well.

Drawing Conclusions: What evidence or clues can you find in the poems that supports the conclusion that people who chose to become pirates made a bad choice in careers? they were beaten, not fed well, lost body parts in fights, died young

“Captured” and “Farewell” support the conclusion as the pirates are realizing their lives are over.

Sky by Ariane Dewey and Twister by Darleen Bailey Beard

Schema:  clouds, things that we see in the sky, different types of precipitation

Text-to-Text Connections: Both books are about weather and the sky.

The rhymes in Sky will make a connections from nursery rhymes.

Text-to-Self Connections: Some kids will have seen a double rainbow, snow, fireworks, and tornadoes.

Sequencing: Notice in Sky that there is a sequence that leads to the storm, then following the storm the birds come back out again.  Use a Sequencing Chart as you read that begins with the empty sky and continues on the storm and then the birds and butterflies.  Sequence the changes in the sky in Twister and see if there are similarities in how each storm begins.

Compare and Contrast: What is real and what is imaginary on the pages that show things in the sky.  The first double page shows things like kites, airplanes, and balloons, and in contrast, the second set shows dragons, flying saucers, and UFO’s.  There may have to be a third category for Santa Claus and angels since some of us will have knowledge that they do exist.

In Twister, compare and contrast the yard scene before and after the twister hits.

Cause and Effect: Because humans burn chemicals that create carbon residue in the air, the effect is that the air has smog and smoke in it.

POV: In Twister, we hear the story from the POV of  Lucille, the girl.

Inference: Why do you infer that that Lucille starts asking Natt about his scars while they are waiting out the storm in the cellar?

Drawing Conclusions: What text evidence can you find that supports the conclusion that the kids and their mother were very compassionate toward Mr. Lyle?

Alliteration: the sound the porch swing makes and the sound of the thunder crashing.

Teacher’s Pets by Dayle Ann Dodds & What Do Teachers Do (after you leave school) by Anne Bowen

Schema: teachers after school may grade papers, meet with other teachers, play with the class pet, call parents, make copies, go home

Text-to-Text Connections: Both books are about teachers and what they do at school; Bartholomew and the Oobleck by Dr. Seuss.

Compare and Contrast: What teachers do during school with what they do after the kids leave.  Match  teachers who are at your school with teachers in the books.  Who is the scientist?

Text-to-Self Connections:  Some students may have made the slime that the teachers made.

Drawing Conclusions: Can you draw some conclusions about teachers after reading these two books? (they like to have fun and enjoy pets)

What evidence from the text led to your conclusion?

Internal Consistency: Miss Fry is predictable in her response to each child.  What would be something she could do that would be inconsistent with her mannerisms?

Predicting: Predict what the parent will use as the reason for asking if the pet may stay at school in Teacher’s Pets.

Inference: Why do you infer that the student brought a sponge for a pet?

The Wind Blew by Pat Hutchins

Schema: March winds, the old saying that “March comes in like a lion and out like a lamb,”  chasing something that has blown away

Cause and Effect: Because it was so windy, the effect is that everything is blowing away

Predicting: Ask the students to predict what is going to blow away next.  There are clues on each preceding page of what will be next.

Sequencing: Use a sequence graphic to sequence the order of the items being blown by the wind.

Spring begins in late March so this is a good one to use for a seasonal book.

Text-to-Text Connections with The Windy Day by G. Brian Karas

Willa and the Wind by Janice M. Del Negro

Duck Tents by Lynne Berry

Schema: camping, ducks, fall

Text-to-Self Connections: fishing

Cause and Effect: Because one duck slips, the effect is that the other ducks “sprawl.”

Use the Observation graphic to chart the activities that go with the five senses.

Inference: What do you infer that the whooo whooo noise is from?

Drawing Conclusions: What do you conclude about why the ducks are not scared at the end of the story?