Comprehension Minibooks

8/8/2019 Comprehension Minibooks

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In this mini-book, students

will gain practice telling time

by drawing the hands on a

clock to represent different hours of the day.

Getting Started• • • • • • • • • • • • • • • • • • • • • • •c

Begin a discussion with children about their

daily schedules. What time do they wake up inthe morning? What time do they arrive at school?

What time do they have lunch? As children

provide information, draw clocks on the

chalkboard to illustrate the different times they

mention. Review how to position the big hand

and little hand on the clocks to represent each

time they specify.

Making the Mini-Book• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •c

Copy and distribute pages 56–61. Help

children assemble the mini-books by

following the general directions on page 5.

Read the story together as a class, then return

to the beginning of the story and page through

the book again. What do students notice about

the clock at the top of each page? (It has no

hands.) Ask children to find the part of the text

on each page that tells what time it is, and

have them underline this part of the text. How

would they show this time on the clock?

Provide support as children draw in the big and

little hands on each of the clocks in the book.

Taking It Further • • • • • • • • • • • • • • • • • • • • • • • • • •c

y Invite children to use the mini-book as a mod

for creating books that illustrate a typical day

their own lives. Students should include clock

on each page to show the time of day that the

typically do each activity they write about.

y Help children assemble sturdy clocks withmoving hands using paper plates, constructio

paper, and brass fasteners. Each morning,

students can use the clocks to create a

“time line” that will both remind them of you

daily classroom schedule and give them an

opportunity to practice telling time. On

separate index cards, write the name of each

subject or activity that will be part of the sch

day and the time the subject/activity will begi

First thing each morning, invite children to

attach the index cards in sequence to a clothe

line, leaving about a foot of space between th

cards. Children can then attach a clock next t

each card, moving the clocks’ hands to show

the time each subject/activity will begin.

My Dog’s Day(Pages 56–61)

Time

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My Dog’s Day

At 6 o’clock, I fill her bowl.

7 8

At 4 o’clock, she digs a hole.

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9 3

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1112

9 3

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56

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Rabbit

Magic(Pages 62–65)

Sequencing

This mini-book will help

children strengthen their

understanding of story sequence and narrative

structure (beginning, middle, and end). Students

will need scissors to complete this activity.

Getting Started• • • • • • • • • • • • • • • • • • • • • • •c

Find a picture book version of a familiar fairy tale,

such as “Goldilocks and the Three Bears.” Photocopy

artwork from six pages of the book that represent

key events in the story that occur in the beginning,

middle, and end. Trim off any text and tape the

pictures, out of sequence, to a wall. Ask children to

study the pictures, and solicit their help in putting

them in the proper sequence to tell the story.

Then invite volunteers to retell the story in their

own words. Encourage children to use words thatsuggest a sequence of events such as “first,” “next,”

“then,” “the next day,” “at last,” “finally,” and so on.

Making the Mini-Book• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •c

To assemble this book, provide each student with

photocopies of pages 62–65 and have children

cut each page in half along the dotted line.

Have students spread out the pages. They will

notice that the pages have no text, just pictures.

Explain that they are going to study the picturesto decide what order they should go in to tell a

story with a beginning, middle, and end.

First, ask: “Which page is the book’s cover?

How do you know?” (It has the title on it.)

Ask students to look closely at the cover

illustration. What details do they notice?

Based on the title and the picture, what do

they think the book is going to be about?

Tell students that the “Comments” page will

be the back cover of the book, so they canset this page aside. As a class, examine the

illustrations and talk about what’s happening

in each one. Then ask students to put the

pictures in order.

Once they have figured out the story sequenc

students can fill in the page numbers and

staple the pages together to complete the boo

Divide the class into pairs, and have students

take turns telling their partners the story in

their own words. Encourage students to use

words that suggest the beginning, middle, an

end of the story, such as “once upon a time”

“one day”; “first,” “next,” “then”; and “finally”

or “at last.”

Taking It Further • • • • • • • • • • • • • • • • • • • • • • • • • •c

As a class, children may enjoy creating text to go

with the pictures. Make enlarged photocopies ofthe illustrations in the mini-book, leaving blank

space at the bottom of each page to accommoda

text. Then write the text for each page as childre

dictate it to you. Invite volunteers to color the

pages. Then bind the pages together and place

your new book in the reading corner.

1

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Rabbit Magic

5 6

1 2 3

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M y D o g ’ s

D a y

C o m m e n t s

Reading-for-Meaning Mini-Books: Early Concepts Scholastic Teaching Resources



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Documents

Comprehension Minibooks