STORYTIME 2
After Reading Aloud Talk About It! Invite children to retell the story and help them connect the story to their own lives. What is the cat doing in the beginning? How does the cat feel about the book? What happens to the book? What does the cat think happened to the book? What really happened to it? Have you ever lost something like the cat did? What did you imagine happened to it? Silly Animal Stories Reread the pages in which the cat is imagining how different animals took the book. Help children make a new story page in which another animal does something funny with the book. Help them dictate a sentence based on the repeating wording in the book: Maybe a ______ ______ it . Reread Give children the character cards to retell the story as you page through the book again. Encourage children to act out what the cat imagined. English Language Development Work together to make a T-chart showing the places the cat imagined the book might be and the places the cat really looked for the book. Label one column “Imagined” and the other column “Real.” The “Imagined” side will include things like “rhino’s horn” and “bat’s feet.” The “Real” side will include things like “sink” and “washing machine.”
In Maybe a Bear Ate It, a cat loses a favorite book at bedtime. Children can relate to the cat’s feelings of fear and frustration at losing a book. The cat could give up looking for the book, but instead he persists!
Engage children with this movement rhyme about teddy bears. Teddy Bear, Teddy Bear, Turn Around Teddy bear, teddy bear, turn around, Teddy bear, teddy bear, touch the ground. Teddy bear, teddy bear, dance on your toes, Teddy bear, teddy bear, touch your nose. Teddy bear, teddy bear, touch your head, Teddy bear, teddy bear, go to bed. Teddy bear, teddy bear, say good night, Teddy bear, teddy bear, turn out the light. Teddy bear, teddy bear, wake up now, Teddy bear, teddy bear, take a bow. Share the Read-Aloud Introduce Maybe a Bear Ate It! Read aloud the title and the author’s and illustrator’s names as you show the book cover. Who do you see standing behind this little cat in his pajamas? What does the bear have in his mouth? What do you think this story is about? Let’s read to find out.
Research Connection Rereading stories helps build children’s
Read Interactively As you read, help children focus on the main character and his imagination.
comprehension as well as their oral language skills. Help children engage more deeply with stories each time you reread them. Begin by talking together about the main events and characters in the story, then progress to making inferences (e.g., why do you think the character did that?) and making connections to children’s real lives.
What does the cat think happened to his book? Do you think this is real or imagined? Should the cat give up or keep looking for his book?
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