Storytime Plan Theme 7
Moving from here to there
Launch the Theme Introduce the Poster Hang the poster and talk about the vehicles it features.
The books in this storytime appeal to children’s interest in fire trucks, race cars, and the fun of bike riding. Use this plan as a jumping-off point to discuss all means of transportation. Although children love to fantasize about making things go fast, it is also important to remind children to stay safe in and around vehicles.
Ask children about the forms of transportation they used today.
What vehicles, or things you can ride, do you see on the poster? Have you ever ridden in/on a _____? How did you get here today? What vehicle did you take?
Skills Focus • Vocabulary: Vehicle Words
TM & © Scholastic Inc. All rights reserved. Illustrated by Hector Borlasca.
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• Comprehension: Story Sequence • Alphabet Knowledge: Uppercase & Lowercase Letters • Social & Emotional: Curiosity
Use Vehicle Words Invite children to name their favorite vehicles. Create a chart listing these vehicles and ask questions to elicit the inclusion of multiple types of vehicles. What kinds of construction vehicles have you seen? What do those vehicles do? What kinds of vehicles take people places? Can you think of any vehicles that help people? Let’s add them to the list. Make a Big Book of Vehicles Many young children are fascinated by vehicles. Provide each child with a piece of paper and drawing tools. On each paper, write “My favorite vehicle is _____.” Ask each child to dictate his or her vehicle of choice. Invite children to illustrate their pages. Bind the pages together to create a Big Book of Vehicles and make the book available in the classroom library. Play the Song Play the song “Train is Coming” from the Caribbean Playground CD. Invite children to move around the room like their favorite vehicles. First Language Support When possible, translate key words that will help children better enjoy and understand the stories. For example, for Spanish speakers: fire truck = el camión de bomberos ; bike = la bicicleta ; car = el automóvil ; wheel = la rueda If appropriate, ask children to share the names of the letters of the alphabet in their home language.
Resources
• Big Book: Alphabet Rescue by Audrey Wood and Bruce Wood • Read-Aloud: The Wheels on the Race Car by Alexander Zane • Read-Aloud: Duck on a Bike by David Shannon • Music: Caribbean Playground • Character Cards: Duck & Friends • Poster: Beep! Beep! Vroom! Refer to the Program Guide for Family Time and additional activities.
1111 STORYTIME 1
After Reading Aloud Talk About It! Help children recall the main events in order. Ask how the little letters and capital letters felt throughout the story. What do the little letters want to do in the beginning? How do the big letters feel about the little letters in the beginning? Who do the little letters rescue? How do the capital letters feel about the little letters in the end? Why did they change their minds? Thank You, Little Letters! At the end of Alphabet Rescue, Charley used little and capital letters to write a card. Use shared writing to help children write a thank-you note to the little letters for saving the day. Invite children to contribute letters they know to the group note, especially letters from their own names. Reread As you reread, point out the many connections between the letters and illustrations. For example, each letter finds something that begins with that letter to help fix the truck (i.e., Little b finds a bell). The three letters stuck in the tree are C , A , and T . When a letter speaks, it often says a word beginning with that letter. English Language Support Spend extra time reviewing the letters of the alphabet that appear before the title page. Use the alphabet song to introduce the 26 pairs of uppercase and lowercase letters in the English alphabet. Be aware that Spanish-speaking children may be used to seeing additional letters or letter combinations that do not exist in the English alphabet ( ñ , and sometimes ch , ll , and rr ). Research Connection Print awareness and alphabet knowledge go hand in hand. Understanding that printed letters and words carry meaning helps motivate children to learn the letters of the alphabet. At the same time, learning the letters of the alphabet helps children develop print awareness.
In Alphabet Rescue , the uppercase and lowercase letters of the alphabet share an adventure. The “little” letters aren’t very helpful in the beginning, but they ultimately come to the rescue! The letters belong to a boy named Charley, who uses them to write a card at the end.
Engage children and prepare them to read about letters of the alphabet and vehicles by singing this song to the tune of “B-I-N-G-O.” C-A-R I have a brand new shiny car. I’m parking it today-o! C-A-R Beep! Beep! C-A-R Beep! Beep! C-A-R Beep! Beep! I’m parking it today-o! Share the Big Book Introduce Alphabet Rescue Show the cover of the big book as you read aloud the title. Then explain that the book has both little (or lowercase) letters and capital (or uppercase) letters. Talk together about the letters you see on the cover. Little letters are also called lowercase letters. Capital letters are also called uppercase letters. They are bigger than little letters . What kinds of letters are on the cover? What are these little letters riding on? What do you think this story will be about? Let’s read the story and look closely at the pictures to find out. Read Interactively As you read the book, pause to ask children to point to the letters that are speaking on the pages. Repeat with the different letters/characters.
Fire Chief F is talking on these pages. Where is Fire Chief F in this picture?
STORYTIME 2
After Reading Aloud Talk About It! Invite children to share their ideas and feelings about the story. Which driver did you want to win? Who did you think was going to win? What is something you learned from the pictures that wasn’t in the words in the story? What happened to the dog’s car? How does the dog win? How is this story like the song “The Wheels on the Bus”? How is it different? Red Light, Green Light To build on children’s curiosity about vehicles and driving, play “Red Light, Green Light.” Explain that you will direct traffic, and children will pretend they are the vehicles. Line up children away from you and when you say “green light,” they can move forward until you say “red light.” Then they stop and wait for the green light. After playing a few rounds, invite a child to lead the game. Reread Invite children to use the melody from “The Wheels on the Bus” to sing along as you reread the story. Add to the fun by guiding children to make up sounds and motions for each of the new verses. For example, mimic turning a steering wheel for “steers, steers, steers.” English Language Development Reread the book again, this time pausing to let children say the last word in each set of repeated words. For example, “ The gas from the gas can goes GLUG-GLUG-_____.” Cloze activities like these help English learners join in before they are ready to participate fully. Research Connection Gestures help increase comprehension. Since the song “The Wheels on the Bus” traditionally involves gestures, it feels natural to use gestures in stories that are based on the same tune. Children will enjoy gesturing as you read “The Wheels on the Race Car,” and it will help them better understand and remember the story details.
In The Wheels on the Race Car, children can “read” along with the familiar text. The animal race car drivers in the rich illustrations add an extra layer of fun to the story.
Invite children to sing and move to “The Wheels on the Bus.” Show them how to roll their hands over each other when they sing “round and round.” The Wheels on the Bus The wheels on the bus go round and round Round and round, round and round The wheels on the bus go round and round All through the town. Share the Read-Aloud Introduce The Wheels on the Race Car Read aloud the title and show the cover. Explain that many of the words and the rhythm of this story are the same as in “The Wheels on the Bus.” Look at all of these animals. They look like they’re driving race cars! Where do you think they’ll race? This hippo is wearing special glasses called goggles to protect his eyes. What other details do you notice on the cover? Let’s enjoy the fun and familiar rhythm of this story. Read Interactively As you read the story, encourage children to notice details and to follow the sequence of events. What sound do these car engines make? Yes! Vroom! It’s the beginning of the race. Which animal is in the lead? What is happening to the dog and its car? Which animal do you think will win?
STORYTIME 3
In Duck on a Bike , Duck greets fellow farm animals as he bikes around the farm. Each animal says “hello” in its own way as Duck passes by. In the end, an unexpected opportunity leads to fun for all of the animals.
After Reading Aloud Talk About It! Help children think about and relate to the feelings of the characters in the story. Why do you think Duck gets on the bike in the beginning? I wonder if he feels curious about what it feels like to ride a bike. How do the other animals feel about Duck riding a bike? How do the animals feel about bike riding at the end of the book? What makes them change their minds about it? Have you ever been curious to try something new like Duck did? What did you want to try? First, Next, Last Help children use the character cards to retell the story in order. Encourage them to focus on what happened in the beginning, middle, and end of the story. Write the words first, next, and last on sticky notes. Then have children work together to organize the character cards under each term as they retell the story. Reread Invite children to play the parts of the farm animals as you reread the story. Guide children to make their animal sound as you read. Encourage children to lay on their backs and “bike” their legs in the air at the end of the story. English Language Development Share with English learners what it means when Pig and Pig call Duck a “show-off.” If someone calls you a show-off, it means they think you are trying too hard to impress others with what you own or what you can do. People do not usually like show- offs. Ask children why they think Pig and Pig called Duck a show-off. Did they feel jealous? Did their feelings change by the end of the story? Research Connection Remind children that all words can be written down and that words are made up of letters. To illustrate this, stop occasionally while reading to point out a few letters. This helps children begin to associate the shape of the letter with its name.
Share the Read-Aloud Introduce Duck on a Bike Show the book cover and read aloud the title and author’s name. What do you see on the cover? Do you think a duck could ride a bike in real life? Why or why not? Do you think this book is fiction Start an action rhyme based on the familiar children’s song “Row, Row, Row Your Boat.” Invite children to pretend they are riding bicycles as they sing the song. Ride, Ride, Ride Your Bike Ride, ride, ride your bike carefully down the street. Merrily, merrily, merrily, merrily, life is very sweet.
(make-believe) or nonfiction (real life)? Let’s read to find out what Duck’s friends think of his new skill.
Read Interactively Have fun while you read this silly story by making animal noises as you say the dialogue. Invite children to make the animal sounds too! Talk with children about what each animal thinks and why. Why might Cow think it’s silly for a duck to ride a bike? Why might Goat think about eating the bike? Let’s look at this last picture together. What might Duck think as he looks at the tractor?
Connect the Stories Display the books and talk about their similarities and differences.
What do all three of these books have in common? Which vehicle would you want to ride or drive if you could? What are you still curious to know after reading these books?
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