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#Felt mouse craft template frederick by leo lionni series#
#Felt mouse craft template frederick by leo lionni download#

Make sure students can retell the main parts of the story, especially details which will go into the cells of the matrix. Ask questions about the character, setting, problem, solution, and ending. While reading, model "thinking aloud" and questioning and predicting strategies. Introduce the book by explaining that it is a story of an inchworm who does a lot of measuring. Show students the cover of Inch by Inch and ask for predictions about the story.Show students the four books they will be listening to, and explain that they will compare the books by identifying things that are alike and different among the books.He used torn paper from magazines to create the characters. His first children’s book was Little Blue and Little Yellow, which was created orally one day when he told it to his grandchildren while traveling. If desired, tell students a few details of Lionni’s life and work, especially that Leo Lionni was an artist before he was a writer, and that he was very interested in art as a child.Introduce students to the unit by showing them the matrix and explaining that they will be listening to the four books by Leo Lionni.

#Felt mouse craft template frederick by leo lionni download#

You can download the plug-in from the technical support page.

Test the Interactive Venn Diagram on your computers to familiarize yourself with the tool and ensure that you have the Flash plug-in installed.

Make copies of the literature response sheet.

Read background information on Leo Lionni’s life, using the resources at Random House's Leo Lionni Author's Page, which includes a brief biography of Lionni, an annotated bibliography, and a tribute to the author.

Gather books for read aloud: Inch by Inch (1960), Swimmy (1963), Frederick (1967), and A Color of His Own (1975).

Glue the book cover copies into header cells of the matrix and save the character copies for use during the class sessions. Color copies are nice if you have access to a color photocopier.

Make photocopies of each book cover and, if desired, a copy of each main character.

Attach the matrix to the wall, and plan to leave it on display during the entire lesson.

In the top row, label the columns as follows: title, character, setting, problem, solution, ending.Each cell should measure 9 inches vertically and 12 inches horizontally, so that there is adequate room for students to glue their drawings into the cells.Draw a matrix on butcher paper on which to glue students’ drawings:.Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.ġ1. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).Ħ. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. Among these texts are fiction and nonfiction, classic and contemporary works.ģ. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world to acquire new information to respond to the needs and demands of society and the workplace and for personal fulfillment.

#Felt mouse craft template frederick by leo lionni series#

Additionally, comparing a series of texts by one author can help students identify an author's tendencies of plot and character relationships, giving them tools for making predictions as they read books in the future.ġ. It follows that engaging students in making text-to-text connections can contribute to a deeper comprehension of stories. Gambrell and Almasi similarly address the importance of discussing texts to increase comprehension in Lively Discussions! Fostering Engaged Reading. The invitation to 'think out loud' in the context of these literary conversations provides students with the opportunity to practice the strategies that readers use to build understanding in response to literary texts" (7). These literary conversations offer students opportunities to discover new ways to think about literary texts, to enrich their own responses as readers, and to extend their language competence. As Joy Moss explains, "Through genuine dialogue, teachers and students collaborate as they respond to literature, explore possibilities, and construct meanings together. Engaging students in making text-to-text connections through classroom discussion can contribute to a deeper comprehension of stories.