Archived Loving Literature Newsletters
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January 23, 2014
"Loving Literature" Class
From the Directors:
"When I approach a child, he inspires in me two sentiments; tenderness for what he is, and respect for what he may become.”
-- Louis Pasteur
Have a great weekend!
Suzanne and Andrea
______________________________________________________________
"Loving Literature" Class
From the Directors:
- Saturday, February 8th is our annual Fun Fair Open House! This is a celebration for the entire St. John’s Family to highlight and showcase our great program. Along with music with Mrs. Galer and crafts with Mrs. Pilz, we will have stations for fitness, story time, snack, face painting and more.
"When I approach a child, he inspires in me two sentiments; tenderness for what he is, and respect for what he may become.”
-- Louis Pasteur
Have a great weekend!
Suzanne and Andrea
______________________________________________________________
Story Time:
In 1962, a little boy named Peter put on his snowsuit and stepped out of his house and into the hearts of millions of readers. The Snowy Day by Ezra Jack Keats, changed the face of children’s literature with its portrayal of an African American child, and its collage artwork. A winner of the Caldecott Medal, it has been translated into over ten languages.
As a side note, Keats was beginning his career as an illustrator when he saw a set of photos of a little black boy in “Life” magazine and stuck them upon the wall of his studio. The photos remained on his wall for twenty-two years before Keats finally decided he would write the book himself, and Peter and The Snowy Day were born.
*The above information was taken from the 50th Anniversary Edition of The Snowy Day.
Our focus continues to be on the title, author/illustrator, and story elements. This week, the children began to describe the illustrations as a way to help understand the story.
ACTIVITIES:
In 1962, a little boy named Peter put on his snowsuit and stepped out of his house and into the hearts of millions of readers. The Snowy Day by Ezra Jack Keats, changed the face of children’s literature with its portrayal of an African American child, and its collage artwork. A winner of the Caldecott Medal, it has been translated into over ten languages.
As a side note, Keats was beginning his career as an illustrator when he saw a set of photos of a little black boy in “Life” magazine and stuck them upon the wall of his studio. The photos remained on his wall for twenty-two years before Keats finally decided he would write the book himself, and Peter and The Snowy Day were born.
*The above information was taken from the 50th Anniversary Edition of The Snowy Day.
Our focus continues to be on the title, author/illustrator, and story elements. This week, the children began to describe the illustrations as a way to help understand the story.
ACTIVITIES:
- We made a “Snowball” book by filling in the blanks and adding some of our own illustrations.
- We each recreated a “Snowy Showpiece” of blue construction paper with a collage of buildings and snow. Can you find Peter in the picture? Why is he so easy to find?
- Ask me about the real snowball that was brought into the classroom. How big was it? How long did it take to melt? How much water was left?
- We played a “Snowball Game” where we used a parachute and fake snowballs. The object was to get all ten snowballs off of the parachute when we lifted it up and down.
- We made snowflakes with paper and scissors. Just like real snowflakes, no two that my classmates made were exactly alike.
January 16, 2014
"Loving Literature" Class
From the Directors:
“Home is the place where boys and girls first learn how to limit their wishes, abide by rules, and consider the rights and needs of others."
--Sidonie
Have a great weekend!
Suzanne and Andrea
______________________________________________________________
"Loving Literature" Class
From the Directors:
- Mark Saturday, February 8th on your calendar for our annual Fun Fair Open House! Along with music with Mrs. Galer and crafts with Mrs. Pilz, we will have stations for fitness, story time, snack, face painting, and more. We will also unveil St. John’s Preschool new logo! This is a celebration for the entire St. John’s Family to highlight and showcase our great program.
“Home is the place where boys and girls first learn how to limit their wishes, abide by rules, and consider the rights and needs of others."
--Sidonie
Have a great weekend!
Suzanne and Andrea
______________________________________________________________
Story Time:
Where Is Home, Little Pip?, by Karma Wilson & Jane Chapman, is about an adorable penguin who will be cherished and cheered by any youngster. Little Pip knows that she is supposed to stay close to home, but really---what’s a baby penguin to do except give chase when a beautiful, glittery feather flutters by? And so Pip suddenly finds herself nowhere near her pebbly nest, nowhere near any penguins, and worst of all, nowhere near Mama and Papa. Where is home???
Where Is Home, Little Pip?, by Karma Wilson & Jane Chapman, is about an adorable penguin who will be cherished and cheered by any youngster. Little Pip knows that she is supposed to stay close to home, but really---what’s a baby penguin to do except give chase when a beautiful, glittery feather flutters by? And so Pip suddenly finds herself nowhere near her pebbly nest, nowhere near any penguins, and worst of all, nowhere near Mama and Papa. Where is home???
Our second story by the same authors, What’s in the Egg, Little Pip?, continues with a new adventure for Little Pip. Pip liked it when her family was just three. Now the Egg, seems to be all Mama and Papa can think about, and Pip can’t understand why. But when a storm rumbles in and the Egg may be in danger, Little Pip starts to realize how important family is. What surprise awaits Pip when the Egg finally cracks open???
ACTIVITIES:
- Penguins do what in their habitat? We made a book about what penguins do in their habitat and practiced reading our books.
- What did the Pip’s nest look like? We recreated Pip’s nest with paint, crayons, construction paper and a black feather. This helped us retell the story.
- A potato penguin? Ask me how I made the penguin?
- Using our gross motor and balancing skills we played a game called “Protect the Egg." We each had a beanbag (egg) and pretended to be an emperor penguin. We had to balance the egg on our feet, similar to what a real penguin would do to keep an egg safe. Then, we attempted to walk, waddle, jump, and flap our wings, and hop---all the while balancing the egg!!!
- We played an “Estimation Game” in which a bed sheet was the iceberg and we were penguins. Did ten of us fit on the iceberg? When we folded the sheet in half, did ten of us still fit on the iceberg? When we folded the sheet in half again, what happened?
December 12, 2013
"Loving Literature" Class
From the Directors:
"A child educated only at school is an uneducated child.”
-- George Santayana
Have a blessed Christmas and a joyous New Year!
Suzanne and Andrea
______________________________________________________________
"Loving Literature" Class
From the Directors:
"A child educated only at school is an uneducated child.”
-- George Santayana
Have a blessed Christmas and a joyous New Year!
Suzanne and Andrea
______________________________________________________________
Story Time:
The Gingerbread Man, retold by Jim Aylesworth and illustrated by Barbara McClintock, is a lively rendition of a classis and popular tale. McClintock has dressed the elderly couple in Victorian clothing and puts them in a wonderful kitchen complete with a wood-burning stove. The rhythmic text has the gingerbread man running away from the old couple, a butcher, and a cow and a pig (dressed in clothes) until he meets the classic fate and is devoured by the fox while the others look on.
Story Elements: (ask your child…)
ACTIVITIES:
We rolled out gingerbread dough, cut out the cookies, baked them, and added icing, raisins, and candies for decoration. Yum-m-m-m-m!!!
The children thought of alternative animals that the gingerbread man may have met on his journey. Each child was encouraged to illustrate their chosen animal and write the name of the animal.
Made a stuffed gingerbread man and add buttons, sequins, etc.
Play “Run, run as fast as you can; you can’t catch me, I’m the Gingerbread Man!” This game is similar to “Duck, Duck, Goose.” Did we have fun???
We also read Gingerbread Friends by Jan Brett. Confident and cocky, Gingerbread Baby sets out to find a friend just his size, but instead he has an adventure he’ll never forget. Ask your child about the animals in this story. Does Gingerbread Baby get eaten too???
The Gingerbread Man, retold by Jim Aylesworth and illustrated by Barbara McClintock, is a lively rendition of a classis and popular tale. McClintock has dressed the elderly couple in Victorian clothing and puts them in a wonderful kitchen complete with a wood-burning stove. The rhythmic text has the gingerbread man running away from the old couple, a butcher, and a cow and a pig (dressed in clothes) until he meets the classic fate and is devoured by the fox while the others look on.
Story Elements: (ask your child…)
- Who are the characters in the story?
- Where did the story take place?
- What happened in the story?
- What did the gingerbread man look like?
- Why did the gingerbread man get eaten by the fox?
ACTIVITIES:
We rolled out gingerbread dough, cut out the cookies, baked them, and added icing, raisins, and candies for decoration. Yum-m-m-m-m!!!
The children thought of alternative animals that the gingerbread man may have met on his journey. Each child was encouraged to illustrate their chosen animal and write the name of the animal.
Made a stuffed gingerbread man and add buttons, sequins, etc.
Play “Run, run as fast as you can; you can’t catch me, I’m the Gingerbread Man!” This game is similar to “Duck, Duck, Goose.” Did we have fun???
We also read Gingerbread Friends by Jan Brett. Confident and cocky, Gingerbread Baby sets out to find a friend just his size, but instead he has an adventure he’ll never forget. Ask your child about the animals in this story. Does Gingerbread Baby get eaten too???
December 12, 2013
"Loving Literature" Class
From the Directors:
“You don’t choose your family. They are God’s gift to you, as you are to them.”
--Desmond Tutu
Have a great weekend!
Suzanne and Andrea
______________________________________________________________
"Loving Literature" Class
From the Directors:
“You don’t choose your family. They are God’s gift to you, as you are to them.”
--Desmond Tutu
Have a great weekend!
Suzanne and Andrea
______________________________________________________________
Story Time:
Today we read They Followed a Bright Star, based on a poem by Joan Alavedra and illustrated by Ulises Wensell. Every year at Christmastime, a story is told of the shepherds and Kings who followed a star to Bethlehem. But what of the others who saw the star that night? What of the man who guards the well; the fisherman who fished; the plowman whose fields grow wheat for bread; and the couple whose grapes will make a wine, a special wine??? Ulises Wensell illuminates the Christmas story by telling not only of those who followed the bright star, but of those who stayed behind to play a part in the miracles to come.
In our discussion, we continue to focus on the title, author and illustrator.
Ask your child the following questions:
Activities:
Today we read They Followed a Bright Star, based on a poem by Joan Alavedra and illustrated by Ulises Wensell. Every year at Christmastime, a story is told of the shepherds and Kings who followed a star to Bethlehem. But what of the others who saw the star that night? What of the man who guards the well; the fisherman who fished; the plowman whose fields grow wheat for bread; and the couple whose grapes will make a wine, a special wine??? Ulises Wensell illuminates the Christmas story by telling not only of those who followed the bright star, but of those who stayed behind to play a part in the miracles to come.
In our discussion, we continue to focus on the title, author and illustrator.
Ask your child the following questions:
- Who are the characters in the story?
- Where were the shepherds, the kings and the others?
- What happened in the story?
- Why did some people stay behind?
- Who was born that night?
Activities:
- We listened to an instrument similar to the flute in the story.
- We made a book by filling in the blanks with words and illustrating the story. Read the retold story with your child.
- We used our creative skills to make an art project.
- We learned new information about the stars in our universe!
- Can we find the big gold star in the church? Let’s go exploring!!! Ask your child where we found the star???
December 5, 2013
"Loving Literature" Class
From the Directors:
“Cleaning your house while your kids are growing up is like shoveling the sidewalk before it stops snowing.”
-- Phyllis Diller
Have a great weekend!
Suzanne and Andrea
______________________________________________________________
"Loving Literature" Class
From the Directors:
“Cleaning your house while your kids are growing up is like shoveling the sidewalk before it stops snowing.”
-- Phyllis Diller
Have a great weekend!
Suzanne and Andrea
______________________________________________________________
Story Time:
We read Jack and the Beanstalk, written by E. Nesbit and dynamically illustrated by Matt Tavares. Jack can’t seem to do anything useful for his poor mother. He can’t accomplish an errand as simple as selling a cow. Instead, he trades the cow for a handful of beans. But then those beans sprout into a towering stalk, which elevates Jack to a strange land ruled by a greedy giant. E. Nesbit’s charming way retelling of Jack and the Beanstalk was first published in 1908.
We continue to focus on the following elements of a book:
> where? setting
> what? events
> how? the resolution of the problem
Activities:
We read Jack and the Beanstalk, written by E. Nesbit and dynamically illustrated by Matt Tavares. Jack can’t seem to do anything useful for his poor mother. He can’t accomplish an errand as simple as selling a cow. Instead, he trades the cow for a handful of beans. But then those beans sprout into a towering stalk, which elevates Jack to a strange land ruled by a greedy giant. E. Nesbit’s charming way retelling of Jack and the Beanstalk was first published in 1908.
We continue to focus on the following elements of a book:
- title, author, illustrator
- story elements:
> where? setting
> what? events
> how? the resolution of the problem
- sequence of events
Activities:
- Art project: Recreated a scene from the story.
- Charting “Things:” Made our own chart of “things you can climb,” “things that lay eggs,” and “things that make music.”
- Kate vs Jack: Read Kate and the Beanstalk, written by Mary Pope Osborne and illustrated by Giselle Potter, in which humor and an inspiring heroine make the audience cheer on a gutsy and resourceful girl.
November 14, 2013
"Loving Literature" Class
From the Directors:
“The family is one of nature’s masterpieces.”
-- George Santayana
Have a very happy and blessed Thanksgiving!
Suzanne and Andrea
______________________________________________________________
"Loving Literature" Class
From the Directors:
- THANKSGIVING BREAK will take place beginning next Wednesday, November 27th through Friday, November 29th.
“The family is one of nature’s masterpieces.”
-- George Santayana
Have a very happy and blessed Thanksgiving!
Suzanne and Andrea
______________________________________________________________
Story Time:
Today, we read Strega Nona, an old tale retold and illustrated by Tomie dePaola. Strega Nona - “Grandmother Witch” - is the source for potions, cures, magic, and comfort in her Calabrian town. Her magical ever-full pasta pot is especially intriguing to hungry Big Anthony. He is supposed to look after her house and tend her garden, but one day when she goes over the mountain to visit Strega Amelia, Big Anthony recites the magic verse over the pasta pot with disastrous results. In this retelling of an old tale, Tomie dePaola combines humor in the writing and warmth to the paintings as he builds the story to it's hilarious ending.
We continued to focus on the elements of a story:
> where? Setting
> what? Events
> how? the resolution of the problem
Activities:
Today, we read Strega Nona, an old tale retold and illustrated by Tomie dePaola. Strega Nona - “Grandmother Witch” - is the source for potions, cures, magic, and comfort in her Calabrian town. Her magical ever-full pasta pot is especially intriguing to hungry Big Anthony. He is supposed to look after her house and tend her garden, but one day when she goes over the mountain to visit Strega Amelia, Big Anthony recites the magic verse over the pasta pot with disastrous results. In this retelling of an old tale, Tomie dePaola combines humor in the writing and warmth to the paintings as he builds the story to it's hilarious ending.
We continued to focus on the elements of a story:
- introduction of title, author, publisher
- story elements:
> where? Setting
> what? Events
> how? the resolution of the problem
- sequence of events
Activities:
- “make-a-book” project
- art project
- We divided into three groups. Using wood blocks, cardboard bricks and Duplos, we constructed a village of houses and shops.
- Made lots of spaghetti and ate it!
- How did it all begin? We will read Strega Nona Her Story, as told by Tomi dePaola. “Let us go back to the very beginning on the night I was born. The wind was blowing, dark storm across the hills…”
- We read Strega Nona Meets Her Match, also by dePaola. Strega Nona has cures for warts and headaches. She uses old-fashioned potions and magic and the villagers flock to her door. What happens when her friend, Strega Amelia, comes to town with her modern gadgets? Looks like Strega Nona’s met her match!
November 14, 2013
"Loving Literature" Class
From the Directors:
“Don’t worry that children never listen to you; worry that they are always watching you.”
--Robert Fulgham
Have a great weekend!
Suzanne and Andrea
______________________________________________________________
"Loving Literature" Class
From the Directors:
“Don’t worry that children never listen to you; worry that they are always watching you.”
--Robert Fulgham
Have a great weekend!
Suzanne and Andrea
______________________________________________________________
Story Time:
Today, we read The Hare and the Tortoise, based on the fable by LaFontaine and illustrated by Brian Wildsmith. The story concerns a hare who ridicules the tortoise, who could only move slowly and had to carry his house around on his back. To the hare’s surprise, the tortoise challenged him to a race. This later version of the story in LaFontaine’s Fables is more long-winded, but hardly differs at all from Aesop’s Fables. As in several other fables, there is a moral ambiguity about the lesson it is teaching.
Our focus within The Hare and the Tortoise:
Activities:
Today, we read The Hare and the Tortoise, based on the fable by LaFontaine and illustrated by Brian Wildsmith. The story concerns a hare who ridicules the tortoise, who could only move slowly and had to carry his house around on his back. To the hare’s surprise, the tortoise challenged him to a race. This later version of the story in LaFontaine’s Fables is more long-winded, but hardly differs at all from Aesop’s Fables. As in several other fables, there is a moral ambiguity about the lesson it is teaching.
Our focus within The Hare and the Tortoise:
- introduction: title, author, publisher
- story elements: setting, character, problems, resolution (moral)
- sequence of events (beginning, middle, end)
- predictions
Activities:
- A “make-a-book” project coming your way.
- Made a tortoise or hare headband.
- Reenacted the story, taking turns being the hare or tortoise.
- Compare the LaFontaine’s version to a second story, The Tortoise or the Hare, by Toni Morrison and Slade Morrison. In the second version, Jamey Tortoise is smarter than anyone else and Jimi Hare is faster. When a race is announced, each consults a reporter about how to get what he really wants, when and if he should win in this updated twist on the familiar fable.
November 7, 2013
"Loving Literature" Class
From the Directors:
Have a great weekend!
Suzanne and Andrea
______________________________________________________________
"Loving Literature" Class
From the Directors:
- No Literacy Class this week, so no newsletter.
Have a great weekend!
Suzanne and Andrea
______________________________________________________________
October 31, 2013
"Loving Literature" Class
From the Directors:
“Children make you want to start life over.”
--Muhammad Ali
Have a great weekend!
Suzanne and Andrea
______________________________________________________________
"Loving Literature" Class
From the Directors:
- Please remember that there is NO SCHOOL next Thursday and Friday. Conferences will be held on those days.
“Children make you want to start life over.”
--Muhammad Ali
Have a great weekend!
Suzanne and Andrea
______________________________________________________________
Story Time:
In this Caldecott Medal book, Where the Wild Things Are by Maurice Sendak, a mischievous boy named Max is sent to his room. Soon afterward, his room transforms into a forest and Max travels to the land where the wild things are. Much to Max’s delight, he is named King and he has a grand time cavorting with the creatures. But in the end, Max is lonely and returns home---the place where he is loved best of all!
As a side note, I loved the excitement in the air! The children could hardly wait to find out what we were going to do today!!! It’s always different!!!
We reviewed the elements of the story:
Activities:
In this Caldecott Medal book, Where the Wild Things Are by Maurice Sendak, a mischievous boy named Max is sent to his room. Soon afterward, his room transforms into a forest and Max travels to the land where the wild things are. Much to Max’s delight, he is named King and he has a grand time cavorting with the creatures. But in the end, Max is lonely and returns home---the place where he is loved best of all!
As a side note, I loved the excitement in the air! The children could hardly wait to find out what we were going to do today!!! It’s always different!!!
We reviewed the elements of the story:
- introduction: title, author, publisher
- story elements: setting, character, problems, resolution
- sequence of events (beginning, middle, end)
Activities:
- “FANTASTIC Chart” – Made a chart of what was REAL and what was PRETEND.
- “A Tale in a Tree” – Created a tri-fold.
- A “Wild Thing” mask is coming your way!
- Made a “Fruity Wild Thing” snack with English muffins, strawberry jam and fruit. Yummy!
- Be on the lookout for a child-size Captain America, spider, Rapunzel, and princess to name a few that went home with you.
October 24, 2013
"Loving Literature" Class
From the Directors::
“Every child comes with the message that God is not yet discouraged of humanity.”
-- Rabindranath Tagore
Have a great weekend!
Suzanne and Andrea
______________________________________________________________
"Loving Literature" Class
From the Directors::
- The teachers have requested that the children wear mittens – not gloves please.
“Every child comes with the message that God is not yet discouraged of humanity.”
-- Rabindranath Tagore
Have a great weekend!
Suzanne and Andrea
______________________________________________________________
Emma, by James Stevenson
Emma is a delightful cartoon-like tale of the young witch, Emma, who wants to learn to fly on a broom. With the help of her friends and a few false starts, will Emma really learn how to fly?
We reviewed the elements of the story:
• introduction: title, author, publisher
• story elements: setting, character, problems, resolution
• sequence of events
• mystery genre
Activities:
Emma is a delightful cartoon-like tale of the young witch, Emma, who wants to learn to fly on a broom. With the help of her friends and a few false starts, will Emma really learn how to fly?
We reviewed the elements of the story:
• introduction: title, author, publisher
• story elements: setting, character, problems, resolution
• sequence of events
• mystery genre
Activities:
- “Making of Emma” with her broom
- Creative Writing – If Emma could really fly on a broom, she would _________.
- Two Magic Tricks – Did they work?
- Correlating the Story, We’re Off To Find The Witch’s House, by Mr. Krieb - making observations of differences and similarities.
October 17, 2013
From the Directors:
“The best inheritance a parent can give to his children is a few minutes of their time each day.”
-- M. Grundler
Have a great weekend!
Suzanne and Andrea
______________________________________________________________
From the Directors:
“The best inheritance a parent can give to his children is a few minutes of their time each day.”
-- M. Grundler
Have a great weekend!
Suzanne and Andrea
______________________________________________________________
Caps for Sale, by Esphyr Slobodkina
Caps for Sale is a tale of a peddler, some monkeys and their monkey business. One day a cap peddler takes a long walk carrying his merchandise stacked on his head. Eventually, he rests under a tree and falls asleep. When he wakes, he’s shocked to find out that a mischievous troop of monkeys have taken his caps. How does the tale end???
Story Time:
Activities:
Caps for Sale is a tale of a peddler, some monkeys and their monkey business. One day a cap peddler takes a long walk carrying his merchandise stacked on his head. Eventually, he rests under a tree and falls asleep. When he wakes, he’s shocked to find out that a mischievous troop of monkeys have taken his caps. How does the tale end???
Story Time:
- Introduction of the title, author and publisher
- Story element focus: characters, setting, problem and saolution
- Listened to the story twice: teacher read and book on tape
> How are they different? Sounds, Voices, Music
Activities:
- We played “Pass the Cap!” game. There were questions about the story that were placed in a cap. Mrs. Carpenter was “asleep” when the cap was passed around. When Mrs. Carpenter “awoke,” the child holding the cap read the question that focused on the story elements.
- “What Else Can the Peddler Sell?” Good question. We thought a peddler could sell a cake. So we colored the man and cake; glued the man and cake onto the construction paper; and wrote “cakes.”
- “Monkeying Around” is what we called it. Each child colored and cut an outline of a cap. Then they glued it on a strip to make a headband. We were monkeying around after are hats were done!
- “The monkey throws down the caps.” “The monkeys take the caps.” “The peddler doesn’t sell any caps.” After writing “caps” on each line, we had to decide which sentence was the beginning, the middle and the end. After drawing, coloring and cutting out the face of the peddler, we put our beginning, middle and ending caps in order. We created a “Summary Stack.”
October 10, 2013
From the Director:
“The important thing is not so much that every child should be taught, as that every child should be given the wish to learn.”
--John Lubbock
Have a great weekend!
Suzanne and Andrea
______________________________________________________________
From the Director:
- The days are getting cooler but we will continue to go outside unless it is raining. Please send the children dressed for outside play every day.
- Please send in a picture of your child's Halloween costume!!! It could be a picture that you have already taken of your child in that costume, a picture on the front of the costume package or even one printed out from online or in a catalog. Please send it in before Thursday, Oct 17th if possible.
“The important thing is not so much that every child should be taught, as that every child should be given the wish to learn.”
--John Lubbock
Have a great weekend!
Suzanne and Andrea
______________________________________________________________
The Little Red Hen, by Byron Barton
In this classic tale, the Little Red Hen labors to make a loaf of bread. Although none of her animal friends are eager to help her during the process, they are more than happy to assist in eating the results! We will be exploring two versions of the story: The Little Red Hen (a Big Book) by Byron Barton and The Little Red Hen, retold by Harriet Ziefert and illustrated by Emily Bolam. The youngsters will be excited about the book when a mysterious bag full of props turns up in the classroom! Can we figure out which book will be read?
We reviewed the elements of the story:
• introduction of title, author, publisher
• story elements:
who? characters; characters change in the second version of the story
where? setting
what? the problem/problems
why? observe the illustrations
• sequence of events
• resolution of the problem
• recreate Little Red Hen by only using “red” things; add a stick for a puppet
• a sequence story coming your way
• dot-to-dot “hen” picture, using letters A to O
• baked bread in church oven, had a picnic outside under a shady tree, and read Too Many Chickens!
by Paulette Bourgeois
In this classic tale, the Little Red Hen labors to make a loaf of bread. Although none of her animal friends are eager to help her during the process, they are more than happy to assist in eating the results! We will be exploring two versions of the story: The Little Red Hen (a Big Book) by Byron Barton and The Little Red Hen, retold by Harriet Ziefert and illustrated by Emily Bolam. The youngsters will be excited about the book when a mysterious bag full of props turns up in the classroom! Can we figure out which book will be read?
We reviewed the elements of the story:
• introduction of title, author, publisher
• story elements:
who? characters; characters change in the second version of the story
where? setting
what? the problem/problems
why? observe the illustrations
• sequence of events
• resolution of the problem
• recreate Little Red Hen by only using “red” things; add a stick for a puppet
• a sequence story coming your way
• dot-to-dot “hen” picture, using letters A to O
• baked bread in church oven, had a picnic outside under a shady tree, and read Too Many Chickens!
by Paulette Bourgeois
October 5, 2013
From the Director:
“What we desire our children to become, we must endeavor to be before them.”
-Andrew Combe
Have a great weekend!
Suzanne and Andrea
______________________________________________________________
From the Director:
- Conferences will be held on November 7th and 8th in the morning for the three and four year old classes. Conferences for the literature class are optional, so if you would like to schedule one with Mrs. Carpenter, please let me know by next Thursday. Thanks!
“What we desire our children to become, we must endeavor to be before them.”
-Andrew Combe
Have a great weekend!
Suzanne and Andrea
______________________________________________________________
Harry by the Sea, by Gene Zion, is a story about a hilarious adventure at the beach by Harry.
Harry is an endearing black and white dog who is loved by his family. The umbrella was too
small for everyone to get under so Harry sets off to find some shade. How did Harry escape
capture as a strange beast for the Aquarium and how was he reunited with his family? The
illustrations by Margaret Bloy Graham are bright, animated and expressive. The text is
charming!
We reviewed the elements of the story:
• introduction of title, author, publisher
• story elements:
who? characters
where? setting
what? the problem/problems
why? observe the illustrations
• sequence of events
• resolution of the problem
• recreate Harry in his everyday look and his monster look
• recreate two adults, two children and a dog under an umbrella
• an “umbrella story” coming your way
• comparison of another book - No Roses for Harry! by the same author
Harry is an endearing black and white dog who is loved by his family. The umbrella was too
small for everyone to get under so Harry sets off to find some shade. How did Harry escape
capture as a strange beast for the Aquarium and how was he reunited with his family? The
illustrations by Margaret Bloy Graham are bright, animated and expressive. The text is
charming!
We reviewed the elements of the story:
• introduction of title, author, publisher
• story elements:
who? characters
where? setting
what? the problem/problems
why? observe the illustrations
• sequence of events
• resolution of the problem
• recreate Harry in his everyday look and his monster look
• recreate two adults, two children and a dog under an umbrella
• an “umbrella story” coming your way
• comparison of another book - No Roses for Harry! by the same author
