|
A Pair of Socks, by Stuart J. Murphy
|
Take a picture walk to talk about socks and colors. Then track the print as you read the story aloud. Pause to ask questions such as these:
1. What is the problem in the story? (A sock has lost its mate.)
2. Do you think the lost sock will be found? Why? (Possible response: Yes, I think the sock will keep looking because it needs the matching sock to make a pair.)
3. What sound does sock begin with? (/s/) What letter does sock begin with? (s)
4. What sock did you like best in the story? Why? (Responses will vary.)
|
|
Whoever You Are, by Mem Fox
|
Take a picture walk to talk about how people are the same and how they are different. Then track the print as you read the story aloud. Pause to ask questions such as these:
1. Who do you think the people on the front cover are? (Possible responses: a family; some friends)
2. Look at the children on the first page. Are they exactly the same? (no) How are they different? (Possible responses: They have different skin colors; some have long hair and some have short hair.)
3. Turn to a page you like. Point to the first word I should read. What word is next? Now point to the spaces between each word. (Answers will depend on the page selected.)
4. How are the children in your class the same? How are they different? (Responses will vary.)
|
|
Tell Me What It’s Like to Be Big, by Joyce Dunbar
|
Take a picture walk to talk about getting bigger. Then track the print as you read the story aloud. Pause to ask questions such as these:
1. Look at the pictures. What is Willa trying to do? (She’s trying to make breakfast.)
2. Why can’t she do it? (She’s too small to reach everything.)
3. Point to the first word on the page. Is this where I begin reading? (yes) Why? (We begin reading at the top of the page.)
4. What do you think you’ll be able to do when you’re big? (Responses will vary.)
|
|
Bunny Cakes, by Rosemary Wells
|
Take a picture walk to talk about birthdays and birthday cakes. Then track the print as you read the story aloud. Pause to ask questions such as these:
1. Why were Max and Ruby making cakes? (It was their Grandma’s birthday.)
2. Which cake do you think Grandma will like best? Why? (Possible response: I think Grandma will like the earthworm cake because it’s unusual.)
3. Can you find two words that begin with the same letter? Point to them. What letter do your words begin with? (Responses will vary.)
4. What kind of cake would you make for your Grandma’s birthday? (Responses will vary.)
|
|
Mouse Paint, by Ellen Stoll Walsh
|
Take a picture walk to talk about paints and painting. Then track the print as you read the story aloud. Pause to ask questions such as these:
1. Why couldn’t the cat find the mice? (The mice were white and they were on white paper.)
2. What color do you think the mice will make if they mix red and yellow paint together? (orange)
3. What sound do you hear at the beginning of the word paper and paint? (/p/)
4. What part of the story did you like best? (Responses will vary.)
|
|
School Bus, by Donald Crews
|
Take a picture walk to talk about how children get to school. Then track the print as you read the story aloud. Pause to ask questions such as these:
1. Look at the pictures. What do you think this story will be about? (Possible response: I think it will be about riding on a school bus.)
2. What does the school bus do? (It takes children to school.)
3. What letters make the word bus? (b-u-s)
4. Would you like to ride on a school bus? Why? (Responses will vary.)
|
|
The Bus for Us, by Suzanne Bloom
|
Take a picture walk to talk about different vehicles. Then track the print as you read the story aloud. Pause to ask questions such as these:
1. What do you think Tess is waiting for? (the school bus)
2. Do you think Tess knows what a school bus looks like? Explain. (No, Tess asks her brother each time something drives up.)
3. What is the first word on the page? Point to it. Now move your finger to show what word I should read next. (Children should point to the first word in a sentence, and each successive word in order.)
4. Do you ever ride a bus? What is it like? (Responses will vary.)
|
|
Be My Neighbor, by Maya Ajmera and John Ivanko
|
Take a picture walk to talk about different neighborhoods, including those where children live. Then track the print as you read the story aloud. Pause to ask questions such as these:
1. What do you think you might learn from this book? (Possible responses: what different neighborhoods look like; what children do in their neighborhoods.)
2. Do you think that all neighborhoods are the same? (No, they can be different.)
3. Look at the words on the cover. Point to each word. How many words are there? (three)
4. How could you help out in your neighborhood? (Responses will vary.)
|
|
Some Dogs Do, by Jez Alborough
|
Take a picture walk to talk about what dogs do. Then track the print as you read the story aloud. Pause to ask questions such as these:
1. Look at the book cover. Do you think this will be a real or make-believe story? Why? (Possible response: make-believe, because dogs can’t fly)
2. How do you think Sid felt when his friends didn’t believe he could fly? Why? (Possible response: He felt sad because they didn’t believe him.)
3. Look at the title. What letter is in each of the words? Point to that letter in each word. (o)
4. If you were Sid, where would you fly to? (Responses will vary.)
|
|
How Many Kisses Do You Want Tonight? by Varsha Bajaj
|
Take a picture walk to talk about how children get ready for bed. Then track the print as you read the story aloud. Pause to ask questions such as these:
1. What do you think this story will be about? (bedtime for the animals)
2. What is one thing that happens to all the animals in the story? (They each get kisses from their mom or dad before they go to sleep.)
3. Point to the last word on a page. What do we read next? (the next page)
4. Who puts you to bed at night? How many kisses do you want? (Possible response: Mommy puts me to bed. I want three kisses.)
|
|
Oh Yeah! by Tom Birdseye
|
Take a picture walk to talk about being afraid of the dark. Then track the print as you read the story aloud. Pause to ask questions such as these:
1. Where were Jared and his friend going to sleep? (in the backyard, in a tent)
2. What were some scary things they talked about? (big hairy kid-eating monsters, snakes)
3. On the last page of the story, which word do you see two times? Point to it. (yeah)
4. If you slept outside, what could you do so you wouldn’t be afraid? (Possible response: You could keep a little light on.)
|
|
That’s What Friends Do, by Kathryn Cave
|
Take a picture walk to talk about what friends do. Then track the print as you read the story aloud. Pause to ask questions such as these:
1. What will the friends do for each other in the story? (Possible response: They will help each other and play together.)
2. Why did the friends do nice things for each other? (Possible response: because they like each other)
3. Look at the words on the first page. Find the words that are the same. Point to them. (in the woods)
4. What nice things have you done for a friend? (Responses will vary.)
|
|
I Am Too Absolutely Small for School, by Lauren Child
|
Take a picture walk to talk about starting school for the first time. Then track the print as you read the story aloud. Pause to ask questions such as these:
1. Why do you think some children do not want to go to school? (Possible responses: They are scared; They won’t know what to do.)
2. How did Charlie help Lola? (Possible response: He helped her think of good things she would do in school.)
3. How many words are in the title? Point to each word as you count. (seven) Now point to the spaces between the words.
4. What were you scared of on your first day of school? (Responses will vary.)
|
|
Time for Ballet, by Adèle Geras
|
Take a picture walk to talk about dancing and ballet. Then track the print as you read the story aloud. Pause to ask questions such as these:
1. Why does Mommy call Tilly Tutu Tilly? (because she loves ballet so much)
2. Why are the children practicing so hard? (They are getting ready for a big performance.)
3. What sound does ballet begin with? (/b/) What letter does ballet begin with? (b)
4. Show how you dance like a fierce cat; a sleepy cat; a growly bear. Which dance did you like best? Why? (Responses will vary.)
|
|
I Am Not Going to School Today! by Robie H. Harris
|
Take a picture walk to talk about the first day of school. Then track the print as you read the story aloud. Pause to ask questions such as these:
1. Why didn’t the little boy want to go to school? (He didn’t know anything about school and was scared.)
2. Was school as scary as the little boy had thought it would be? Explain. (No, because the teacher told them what to do and where to go.)
3. Look at the title. Point to each word. Why are there spaces in between words? (Possible response: so we can see/read each word by itself)
4. What was your first day of school like? Tell us about it. (Responses will vary.)
|
|
The Hello, Goodbye Window, by Norton Juster
|
Take a picture walk to talk about visiting grandparents. Then track the print as you read the story aloud. Pause to ask questions such as these:
1. Why is the Hello, Goodbye window special to the little girl? (Possible responses: She loves being with her grandparents in their kitchen; She likes looking out the window.)
2. How does the little girl have fun with her grandparents? (Possible responses: she colors; Poppy chases her with a hose.)
3. What letter does the word Poppy begin with? (p) How many times is the letter p in that word? (three)
4. What special things do you like to do when you are with your grandparents? (Responses will vary.)
|
|
Maisy’s Rainbow Dream, by Lucy Cousins
|
Take a picture walk to talk about dreams and dreaming. Then track the print as you read the story aloud. Pause to ask questions such as these:
1. What do you think Maisy will dream about? (Possible response: a rainbow)
2. Who do you think Maisy will take with her in her dream? (Possible response: her friends)
3. Point to a word on a page. What letters are in this word? Name them. (Answers will vary depending on the word choice.)
4. Have you ever seen a rainbow? What colors did you see? (Possible response: yes; red, yellow, and purple)
|
|
Scaredy Cats, by Audrey Wood
|
Take a picture walk to talk about doing something for the first time. Then track the print as you read the story aloud. Pause to ask questions such as these:
1. Who do you think will be the scaredy cats in the story? (the kittens)
2. What do you think they will they be afraid of? (Possible responses: getting lost; the dark; scary sounds)
3. What sound do you hear at the beginning of the word cat? (/c/) What letter begins the word cat? (c)
4. What is scary to you? Who helps you feel safe? (Responses will vary.)
|
|
The Relatives Came, by Cynthia Rylant
|
Take a picture walk to talk about visiting with someone you have not seen in a long time. Then track the print as you read the story aloud. Pause to ask questions such as these:
1. Why do you think the relatives came to visit? (Possible response: They wanted to see their relatives on the other side of the mountain.)
2. How do you think they will feel when they go back home? (Possible response: They will be sad.)
3. Look at the book cover. Put your finger on each word. How many words are there? (three) Now put your finger on each space between the words. How many spaces are there? (two)
4. Why do you think they hugged each other so much? (Possible responses: because they missed them; because they had so much fun)
|
|
Pumpkin Soup, by Helen Cooper
|
Take a picture walk to talk about sharing with friends. Then track the print as you read the story aloud. Pause to ask questions such as these:
1. Look at the pictures. Why do you think the animals made soup together? (Possible responses: They were hungry; It was their dinner.)
2. Why do you think Cat, Squirrel, and Duck got along so well? (Possible response: They all worked together.)
3. Where is the front of the book? Point to it. Where is the back of the book? Point to it. Where do we begin reading? (the front)
4. Who was your favorite character in this story? Why? (Responses will vary.)
|
|
That’s What a Friend Is, by P.K. Hallinan
|
Take a picture walk to talk about friendship. Then track the print as you read the story aloud. Pause to ask questions such as these:
1. Look at the pictures. How do the boys have fun? (Possible response: they walk, they talk, they play catch)
2. What do you think the boys will do after they swing on the swings? (Possible response: They will watch TV.)
3. What sound is at the end of the word friend? (/d/) What letter makes the /d/ sound? (d)
4. What things do you like to do with a friend? (Responses will vary.)
|
|
Abuela, by Arthur Dorros
|
Take a picture walk to talk about flying and adventures. Then track the print as you read the story aloud. Pause to ask questions such as these:
1. Do you think Rosalba and Abuela will do many things together? Why do you think so? (Possible response: Yes, they will go to many places and have fun.)
2. Were Abuela and Rosalba really flying? (no) How do you know? (People can’t fly.)
3. Point to the title of the book. What does Abuela mean? (grandmother)
4. Where would you go if you could fly? (Responses will vary.)
|
|
Mothers Are Like That, by Carol Carrick
|
Take a picture walk to talk about mothers and what they do for their children. Then track the print as you read the story aloud. Pause to ask questions such as these:
1. How do you think the mothers will take care of their babies? (Possible response: They will feed them.)
2. How can you find out what the animal mothers will do? (You can look at the pictures to find out.)
3. How many words are in the name of the story? Count them. (four)
4. How does your mother take good care of you? (Responses will vary.)
|
|
Listen, Buddy, by Helen Lester
|
Take a picture walk to talk about listening and following directions. Then track the print as you read the story aloud. Pause to ask questions such as these:
1. What was Buddy’s big problem? (He didn’t listen very well.)
2. How do you think he will solve his problem? (He will learn how to listen better.)
3. Find Buddy’s name in the book. How many times can you find his name? Point to the name each time you find it.
4. Why do you think it is important to listen to your parents and your teacher? (Possible response: so I can learn and do the right thing)
|
|
Let’s Clean Up! by Peggy Perry Anderson
|
Take a picture walk to talk about messy rooms and cleaning up. Then track the print as you read the story aloud. Pause to ask questions such as these:
1. Why do you think Mother wanted to clean Joe’s room? (Possible response: It was very messy.)
2. Why do you think Joe was happy when it was clean again? (Possible response: Then he could find all his toys!)
3. What letters are in Joe’s name? Point to each one as you say each letter. (J-o-e)
4. How can you help to clean up your room at home? (Possible responses: I can pick up my toys; I can hang up my clothes.)
|