Tag Archives: Sequencing

Patches Lost and Found by Steven Kroll

Schema: pets, writing, a lost pet

Text-to-Self Connections: Challenges at school, trying to find a lost pet

Problem Solving: The main character loves to draw but has a hard time with creative writing. Her teacher challenges her to write a story instead of drawing pictures. Jenny’s pet guinea pig, Patches, is missing. She begins to draw pictures of what could have happened to him. After he is found, Jenny realizes that if she writes about her pictures in sequence that it would be a great story. This book may help students who struggle with what to write about. If they like to draw, they could write about their drawing. The story also shows how Jenny is using her imagination to write a fictional story about her pet being lost.

Compare and Contrast: what really happened to Patches vs. what Jenny imagined for her story

The Bear Went Over the Mountain by Iza Trapani

Schema: traditional song with new words

Text-to-Self: Five Senses

Sequencing: Seasons

Synthesis: Create a new song based on this pattern but have each student choose a place that they would like to learn more about and use that as the location. Incorporate research on the places as part of the preparation to writing the song. Use each of the five senses in the original songs highlighting sights and sounds unique to the setting of each song.

Old Robert and the Sea-Silly Cats by Barbara Joosse

Schema: boats

Text-to-Self: cat pets

Words in context: Scarce, the slip of a ship, ukulele

Onomatopoea: many sounds words

Sequencing: Counts his things, goes to bed, hears cat, invites them in

The moon grows more beautiful to Robert, a lonely fisherman, as his life is filled with happiness from his new cat friends in the cumulative pattern book.

Scapegoat: The Story of a Goat Named Oat and a Chewed-up Coat by Dean hale

Schema: blaming something on someone else

Definition of Scapegoat

In rhyming text the author shares the story about very mischevious Jimmy and his goat, P. Petunia Oat.

Sequencing: What did Jimmy blame on Petunia in order: eating his coat, throwing away the TV remote, blowing his nose in the tote, breaking the boat, shaving the goat’s thoat

Reader’s Theater: This book would be a great reader’s theater with a part for the goat and a part for Jimmy.

Author reads his book in Spanish on You Tube.

Characterize Jimmy and Petunia based on the text and illustrations.

Drawing Conclusions: What conclusion do you come to about what happened to Jimmy’s coat?

Point of View: The author’s POV is third person.




Doodleday by Ross Collins

Schema: drawing

Text-to-Text Connections: obeying parents

Text-to-Text Connection: Harold and the Purple Crayon

Large font and colorful, but simple drawings make this a super read aloud. The plot sequence lends itself to teaching predicting. A young boy is about to draw when his mother says that no one draws on this particular day, Doodleday. He disobeys and begins to draw a fly which flies off of the page and is huge! He then draws a spider to eat the fly, then a bird to eat the spider. The text-to-text connection with There Was an Old Lady Who Swallowed a Fly will be noticed.  Young listeners will love the story and art.

Cause and Effect: Because he draws a fly, the effect is that he must draw a spider to eat the fly…

Because he disobeys his mother, the effect is the disasters that occur.

Predicting: What will he draw next? Do you think he will draw on Doodleday next year?

A Little Bit of Love by Cynthia Platt

Schema: honey bees, making butter by shaking a jar, flour

Text-to-self Connections: baking with an adult, knowing the cow as the animal from which humans drink their milk

This is a very sweet picture book about a mama mouse and her baby girl as they go on an adventure to find the ingredients to find something “sweet and new to nibble” and made with “a little bit of love” which turns out to be a huckleberry pie. Baby mouse does not know what Mama is gathering the ingredients to make so as each ingredient is found, students could try to predict what it will be. After reading, students could practice sequencing the places that Mama went to in order to find what she needed. The illustrations support the text and are excellent.

Drawing Conclusions: What do you conclude that the ingredients will be used for?

Sequencing: What order did the mother mouse get her supplies? First: honey, second: flour, third: berries; fourth: milk

Text-to-Text Connections: books where a mother and a child do something together


Because of Mr. Terupt by Rob Buyea

Schema: teachers, fifth grade

Text-to-Self Connections: many students will identify with one of the seven characters

Text-to-Text Connections: Jessica refers to many great books that she is reading throughout the book. Students will relate to some of the titles. Summer of the Swans by Betsy Byars is about a girl and her mentally handicapped brother, Charlie.  In this book, the students form a bond with a special needs class in their school.

The book is written from the point of view of seven different students in Mr. Terupt’s fifth grade class. Mr. Terupt is a first year teacher.  Use the characterization chart for each character to analyze their traits as you read through the book.  I think it would be fun to purchase seven additional copies of the book and let seven students take on the role of each of the seven characters in a reader’s theater. The seven student types are ones that students will connect with such as:

Peter who begins the story and is one who likes to play around;

Jessica, a new girl who is new to the area, whose parents are divorcing because the father found another woman;

Luke, a very intelligent boy, who consistently tries to achieve;

Alexia, a mean and devious girl;

Jeffrey, a quiet boy with a secret about how he had a younger brother who died, even though his parents had him to use his stem cells, and now deals with the depression of his mother;

Danielle, an over weight girl with parents who are extremely conservative;

Anna, a very shy girl whose mother is very young and had her while still a teenager.

Each chapter is told from the viewpoint of a different student.

The book is sequenced by months beginning with September and going through the school year.

Cause and Effect: One of the kids actions has a serious effect on Mr. Terupt, and the second half of the book is devoted to how each student deals with this effect.

Drawing Conclusions: Many opportunities can be found to discuss what conclusions you draw about each of the kids before you find out why they are the way they are from what you learn about their home lives as you read through the book.  The text makes you think about being negative towards kids because of their behaviors and comments before you understand why they are behaving this way.  Students will relate to these circumstances for many perspectives.

Voice: Include “voice” in the characterization of each character.  Their voice reveals their emotions.  Read some of the text aloud and have students tell you whose voice they hear.  Have them write something that sounds like the voice of each character.

Math: Mr. Terupt designs a math game to help students practice addition that Luke uses throughout the story.

Even Monsters Need Haircuts by Matthew McElligott

Schema: getting a haircut, monsters, Halloween images

Text-to-Self  Connections: getting haircut, fall illustrations

Sequencing: order the events in this circle story of:

leaving home

getting to shop

changing the pictures on the wall

cutting the different monster’s hair

cleaning up

going back home

Point of View:  The fly pages show the humans and their POV toward hair care at the beginning, and at the end, the illustrations feature the monsters POV.

Ghost Eye Tree by Bill Martin, Jr. and Night in the Barn by Faye Gibbons

Schema: full moon, walking outside at night

Text-to-Self Connection: mind runs free, letting our imaginations run wild

Text-to-Text Connection: Both books are about kids who are outside at night with a full moon.

Compare and Contrast:

Similarities:  In both books the kids are out after dark, and in both, they are a little afraid of the dark, the full moon, and the night sounds.   Both books feature the oooo sound of an owl or the wind.  Both books refer to the  moon as an eye.

Differences: Ghost Eye is about a boy and his big sister.  Night in the Barn is about brothers and a cousin, all  boys and a dog.  In Ghost Eye the mother sends the kids on the errand.  In Night in the Barn, the boys think up the challenge themselves.

Author’s purpose: to create a connection with a scared feeling when in the dark at night and showing how the imagination can run away with itself.

Mental Images: The image of the “mind running free” in Ghost Eye, imagining scary things in Night in the Barn when the dog comes in at the end,  imagining the bare tree, the full moon, the owl’s eyes, the cat’s eyes

Inference: What makes you infer that the big sister loves her little brother more than she lets on  in The Ghost-Eye Tree?

Sequencing: Both stories can be sequenced with the events leading up to feeling safe again at the end.