Written by Elissa Haden Guest Illustrated by Abigail Halpin

Transcription

1 A Cmmn Cre State Standards Anntated Discussin and Activity Guide fr Written by Elissa Haden Guest Illustrated by Abigail Halpin Published by Dial Bks fr Yung Readers Guide Created by Debbie Gnzales

2 2 Table f Cntents Let s Take a Bk Walk: A Pre-Reading Activity... 3 Discussin Questins... 4 Bella & Puppy: Cmpare and Cntrast... 6 Bella s Rules Cmpare & Cntrast Graphic Organizer... 7 Elements f Stry Structure... 8 Stry Structure Labels Stry Structure Labels with Answers Stry Sequencing The Sequencing Guide and Stry Labels The Stry Sequencing Guide Answer Guide The Serius Talk The Serius Talk Wrksheet Cre Curriculum State Standards Anntatins English Language Arts Reading: Literature English Language Arts Speaking and Listening Acknwledgments... 24

3 3 Let s Take a Bk Walk: A Pre-Reading Activity Take a lng lk at the frnt cver f Bella s Rules. Describe the girl in the illustratin. Study her expressin and bdy language. Hw is she feeling? Why is she feeling this way? Have yu ever felt this way? What were yu ding when yu felt like this girl des? Describe the puppy in the illustratin. Hw des the dg feel? Hw des the dg feel abut the girl in the illustratin? Wh des the dg belng t? Take a lng lk at the back cver f the bk. Describe the illustratin. What is happening in this scene? Why are the dg s feet pink? What is the girl s feeling at this mment? Why? What is different abut the girl n the frnt cver and the back? What d yu think happened t cause a change in her? What d the wrds Bella desn t like t fllw anyne s rules but her wn. The prblem is neither des puppy. suggest that this bk is ging t be abut? Can yu predict what will happen in the stry? Wh is Bella? What kind f rules d yu think this stry will be abut? Meet the authr and illustratr. Authr Elissa Haden Guest wrte Bella s Rules. Hw d authrs tell stries? What tls d they use? If yu were an authr, what kind f bk wuld yu write? What stries wuld yu tell? Access t find ut mre abut authr Elissa Haden Guest. The pictures fr Bella s Rules were drawn by illustratr Abigail Halpin. Hw des an illustratr tell stries? What tls d they use? What kind f bk wuld yu like t illustrate, if yu were an artist? Access t find ut mre abut illustratr Abigail Halpin.

4 4 Discussin Questins Bella knew the family rules, but she liked her wn rules much, much better. Hw are Bella s chices f rules different frm the family rules? Are Bella s rules trublesme? Hw s? What des she want? Hw d yu knw? What d Bella s parents want? Hw d yu knw? Explain hw Bella s rules affect her parents, her hme, and her wn safety. What d yu think abut Bella s chice f rules? When Bella s parents came hme, they had a serius talk with Bella abut her behavir. Turn t the illustratin featuring Bella s parents watching Bella buncing n her bed. What is happening in this picture? Tell the stry behind this illustratin. What things are scattered n her bedspread? Why? D yu remember what was happening befre this mment? What was Bella ding then? What was Sammy, the babysitter, trying t d then? Hw was Bella respnding t Sammy? Can yu guess hw Bella is feeling while buncing n her bed? Hw d yu knw? Can yu guess hw her parents are feeling at this mment? Hw d yu knw? D yu agree that it is time fr Bella s parents t have a serius talk with her? Why? What is meant by having a serius talk? That night Bella s parents placed a lng-distance phne call. Why d yu think Bella s parents called Granny? D yu think the phne call had smething t d with the serius talk? If s, what did Bella s parents and Granny talk abut? And when Bella gt in truble, Puppy licked her face and made her laugh. Turn t the illustratin featuring Bella seated n the flr and Puppy is licking Bella s face. What des this illustratin say abut Bella s relatinship with Puppy? Can yu guess why the timer is part f this illustratin? Can yu guess why Bella is seated in the crner f the rm?

5 5 Is she experiencing a cnsequence fr smething she has dne? Have yu ever had an experience like this? If s, what happened? Hw did yu feel? Did yu learn a lessn f sme kind, as a result? Explain. But smetimes Puppy s behavir was t wild, t rude, and t risky! D yu think that Puppy knws the family rules? D yu think that Puppy likes his wn rules much, much better? D yu think that, in sme ways, Puppy s wild, rude, and risky behavirs are similar t thse f Bella? Cnsider eating cake whenever they chse. Can yu find a time when Bella and Puppy fllwed their wn rules fr this? Cnsider playing in mud. Can yu find a time when Bella and Puppy fllwed their wn rules fr this? Cnsider making a mess n the bedspread. Can yu find a time when Bella and Puppy fllwed their wn rules fr this? Cnsider jumping up n the furniture. Can yu find a time when Bella and Puppy fllwed their wn rules fr this? If Bella and Puppy were behaving in similar ways, why is Puppy s behavir trublesme fr Bella? Why des it bther her? Bella s family was right there t help. And little by little, treat by treat, Puppy learned sme new rules. Why des Puppy need help learning new rules? What are sme f the ways Bella s family helps Puppy t learn new rules? Why is it imprtant fr Puppy t learn new rules? Hw des Puppy s behavir affect Bella and her family? Has teaching Puppy new rules changed Bella in any way? Hw s? Have Bella and Puppy helped each ther learn t cntrl their behavir? Explain yur answer. Are there times when it is kay t break the rules, a little? If s, when?

6 6 Bella & Puppy: Cmpare and Cntrast Bella helped Puppy learn the rules until he knew them by heart. Objective: T discver ways in which the characters are similar and different. Materials: Markers, crayns, r clred pencils Pencil The Cmpare & Cntrast Graphic Organizer (pg. 7) The bk Bella s Rules Prcedure: Slwly review the pages f Bella s Rules with the child. Pause n each illustratin and ask the child t interpret the actin n the page. Engage in cnversatins abut the illustratins and the text with the child abut the fllwing tpics. Ask the child t pint ut ways that Bella is different frm Puppy. The differences can be physical r mtivatinal. Ask the child t pint ut ways that Puppy is different frm Bella. Once again, the differences may be physical r mtivatinal. Ask the child t discver ways that Bella and Puppy are the same. Encurage the child t discver feelings r activities in which they share cmmnalities. Ask the child t discver mments in the stry in which Bella and Puppy s affectin fr each ther is develping r is quite apparent. Ask the child t find examples f their friendship with ne anther. During the discussin sessin, pint ut the use f bubbles, mud, tys, bedspreads, and cupcakes in the stry. Are there ways that Bella and Puppy s similarities and differences are highlighted thrugh the use f these things? Cnsider feelings. Are there ways that Bella and Puppy are similar and/r different in their expressin f feelings? Fllwing the discussin print ut the Cmpare & Cntrast Graphic Organizer. In the prper designated places, have the child either illustrate r write a shrt descriptin f Bella and Puppy s differences, similarities, and an example f their friendship with ne anther.

7 7 Bella s Rules Cmpare & Cntrast Graphic Organizer Bella Puppy Bella is different frm Puppy. Bella and Puppy are the same. Puppy is different frm Bella. Bella and Puppy are friends!

8 8 Elements f Stry Structure Objective: T use the reading strategy f visualizatin t teach the five elements f stry grammar: characters, setting, prblem, attempts t reslve the prblem, and reslutin. Materials: Elements f Stry Structure matrix (pg. 9) Elements f Stry Structure labels (pgs. 10 & 11) Elements f Stry Structure answer labels (pgs. 12 & 13) Prcedure: Scissrs Cardstck Markers r crayns (ptinal) The bk Bella s Rules Print matrix and labels n cardstck. Trim arund the frame f the matrix and the labels. Review the matrix with the child, pinting ut the five elements f stry. Setting places where the stry takes place. Talking characters. Ops! A prblem. Attempts t slve the prblem. Yes! The prblem is slved! Read Bella s Rules with the five elements f stry in mind. After Bella s Rules has been read and discussed, have the child try t match the Elements f Stry Structure labels next t the crrelating element f stry. Check the child s wrk using the answer labels fund n pages 12 & 13. As an easy, self-crrecting ptin fr yunger children, simply use the answer labels t match n the matrix. If the child wuld like t illustrate the backs f sme ther cards, they can use their illustrated cards as matching labels, as well.

9 9 S T Setting - places where the stry take s place Talking Characters Place matching labels in this space Place matching labels in this space O Ops! A Prblem Place matching labels in this space R Y Attempts t Slve the Prblem Yes! The Prblem is Slved! Place matching labels in this space Place matching labels in this space

10 10 Stry Structure Labels Bella fllws her wn rules. Puppy teaches Bella a few tricks. Bella will nt g t bed. Bella wuld nt bey Sammy. Bella wrte Sammy a letter. Granny brings a surprise fr Bella. Puppy kncks Bella dwn. Puppy tears Teddy Bear s arm ff. Puppy leaves ftprints n the bedspread. Puppy knws the rules by heart.

11 11 Bella Granny Sammy Bedrm Puppy Kitchen Father Puppy knws the rules by heart. Mther Staircase

12 12 Stry Structure Labels with Answers Bella fllws her wn rules. (O) Puppy teaches Bella a few tricks. (R) Bella will nt g t bed. (O) Bella wuld nt bey Sammy. (O) Bella wrte Sammy a letter. (R) Granny brings a surprise fr Bella. (R) Puppy kncks Bella dwn. (O) Puppy leaves ftprints n the bedspread. (O) Puppy tears Teddy Bear s arm ff. (O) Bella s family helps Puppy. (R)

13 13 Bella (T) Granny (T) Sammy (T) Bedrm (S) Puppy (T) Kitchen (S) Father (T) Puppy knws the rules by heart. (Y) Mther (T) Staircase (S)

14 14 Stry Sequencing Objective: T practice the skill f sequencing key events f a stry in a cncrete, manipulative manner. Materials: Cardstck Scissrs The Sequencing Guide and Stry Labels (pg. 15) The Stry Sequencing Answer Guide (pg. 16) The bk Bella s Rules Prcedure: Print the Sequencing Guide and Stry Labels n cardstck. Trim arund the brders f the stry labels and the starred sequence strip. Ntice that the starred sequence strip is numbered vertically frm 1 t 7. The stars delineate the sequence f events as they ccur in the stry. Review the stry f Bella s Rules by either having the child retell the stry verbally r by rereading the bk. Assist the child in reading the qutatins printed n the stry labels. Place the starred sequence strip n a flat surface. Place the stry labels in the prper sequence f ccurrence by pinting t the numeric star n the sequence strip. Check yur wrk by discvering the sequence by rereading the stry r use the Stry Sequencing Answer Guide.

15 15 The Sequencing Guide and Stry Labels 1 When Sammy the neighbr came t babysit, Bella was sure t pint ut her rules. It was lve at first sight. Bella lved Puppy. Puppy lved Bella. 2 3 Bella knew the family rules, but she liked her wn rules much, much better. 4 When Bella s parents came hme they had a serius talk with Bella abut her behavir. 5 Of curse, every nce in a while a rule is meant t be brken. And when that happens, it s delicius. 6 And when Puppy wanted t play tug-f-war with Teddy, Bella had had enugh. 7 Bella s family was right there t help. And little by little, treat by treat, Puppy learned sme new rules.

16 16 The Stry Sequencing Guide Answer Guide 1 Bella knew the family rules, but she liked her wn rules much, much better. 1 2 When Sammy the neighbr came t babysit, Bella was sure t pint ut her rules. 2 3 When Bella s parents came hme they had a serius talk with Bella abut her behavir. 3 4 It was lve at first sight. Bella lved Puppy. Puppy lved Bella. 4 5 And when Puppy wanted t play tug-f-war with Teddy, Bella had had enugh. 5 6 Bella s family was right there t help. And little by little, treat by treat, Puppy learned sme new rules. 6 7 Of curse, every nce in a while a rule is meant t be brken. And when that happens, it s delicius. 7

17 17 The Serius Talk When Bella s parents came hme, they had a serius talk abut her behavir. And when Puppy wanted t play tug-f-war with Teddy, Bella had had enugh. Objective: T examine a cause and effect situatin within the child s life. Materials: The Serius Talk wrksheet (pg. 19) Marker, crayns, r clred pencils The bk Bella s Rules Prcedure: Cnsider the fllwing plt pints within the stry when Bella s parents were at wits end with Bella s behavir and when Bella had the same feeling regarding Puppy s behavir. Use these tw instances in the stry t explre the fllwing tpics: Why did Bella s parents decide that they needed t have a serius talk? What is a serius talk? What was Bella ding befre her parents decided they had t have a serius talk with Bella abut her behavir? Hw was Bella feeling befre the serius talk? D yu think she realized that her behavir was trublesme fr her parents and Sammy? Explain yur answer. What was the effect f Bella s parents serius talk? What happened as a result f that talk? What was Puppy ding befre Bella felt that she had had enugh? What was Puppy s actin? D yu think Puppy realized that his behavir was trublesme fr Bella? Explain. Hw was Puppy feeling befre Bella had had enugh f his trublesme behavir? What was the effect f Puppy tearing ff Teddy s arm? What happened as a result f that actin?

18 18 Cnsider the child s experience by explring the fllwing tpics: Has there been a time when smene has had t have a serius talk with yu? What were yu ding befre the serius talk? What was the cause f the talk? Hw did yu feel befre the serius talk? Hw did yu feel after the talk? What was the effect f the talk? Did anything change? Use the Serius Talk Wrksheet t illustrate the cause and effect f the child s experience. Define the situatin. What behavir resulted in needing t have a serius talk? In a line, tell what yu were ding. Jumping n the bed? Frget t pick up yur tys? What else? Illustrate r describe the actins, befre and after, fr the serius talk. What happened? What were yu ding? Hw did yu feel? Why d yu think yur behavir was trublesme? Describe the effect f the talk. Hw did yu feel? What changed? Were there any ther effects frm the serius talk?

19 19 The Serius Talk Wrksheet Define the situatin. What were yu ding that resulted in needing t have a serius talk? Illustrate the actin, the cause fr the serius talk. Illustrate the effect f the serius talk. What changed?

20 The Serius Talk- Cause & Effect Stry Sequencing Stry Structure Cmpare & Cntrast Discussin Bk Walk 20 Cre Curriculum State Standards Anntatins English Language Arts Reading: Literature RL.K.1 With prmpting and supprt, ask and answer questins abut key details in a text. RL.K.3 With prmpting and supprt, identify characters, settings, and majr events in a stry. RL.K.6 With prmpting and supprt, name the authr and illustratr f a stry and define the rle f each in telling the stry. RL.K.7 With prmpting and supprt, describe the relatinship between illustratins and the stry in which they appear (e.g., what mment in a stry an illustratin depicts). RL.K.10 Actively engage in grup reading activities with purpse and understanding. RL.1.1 Ask and answer questins abut key details in a text. RL.1.2 Retell stries, including key details, and demnstrate understanding f their central message r lessn. RL.1.3 Describe characters, settings, and majr events in a stry, using key details. RL.1.7 Use illustratins and details in a stry t describe its characters, setting, r events. RL.1.9 Cmpare and cntrast the adventures and experiences f characters in stries.

21 The Serius Talk- Cause & Effect Stry Sequencing Stry Structure Cmpare & Cntrast Discussin Bk Walk 21 RL.1.10 With prmpting and supprt, read prse and petry f apprpriate cmplexity fr grade 1. RL.2.1 Ask and answer such questins as wh, what, where, when, why, and hw t demnstrate understanding f key details in a text. RL.2.3 Describe hw characters in a stry respnd t majr events and challenges. RL.2.10 By the end f the year, read and cmprehend literature, including stries and petry, in the grades 2 3 text cmplexity band prficiently, with scafflding as needed at the high end f the range.

22 The Serius Talk- Cause & Effect Stry Sequencing Stry Structure Cmpare & Cntrast Discussin Bk Walk 22 English Language Arts Speaking and Listening SL.K.1 Participate in cllabrative cnversatins with diverse partners abut kindergarten tpics and texts with peers and adults in small and larger grups. SL.K.1a Fllw agreed-upn rules fr discussins (e.g., listening t thers and taking turns speaking abut the tpics and texts under discussin). SL.K.1b Cntinue a cnversatin thrugh multiple exchanges. SL.K.2 Cnfirm understanding f a text read alud r infrmatin presented rally r thrugh ther media by asking and answering questins abut key details and requesting clarificatin if smething is nt understd. SL.K.3 Ask and answer questins in rder t seek help, get infrmatin, r clarify smething that is nt understd. SL.K.4 Describe familiar peple, places, things, and events and, with prmpting and supprt, prvide additinal detail. SL.K.5 Add drawings r ther visual displays t descriptins as desired t prvide additinal detail. SL.K.6 Speak audibly and express thughts, feelings, and ideas clearly. SL.1.1 Participate in cllabrative cnversatins with diverse partners abut grade 1 tpics and texts with peers and adults in small and larger grups. SL.1.1a Fllw agreed-upn rules fr discussins (e.g., listening t thers with care, speaking ne at a time abut the tpics and texts under discussin).

23 The Serius Talk-Cause & Effect Stry Sequencing Stry Structure Cmpare & Cntrast Discussin Bk Walk 23 SL.1.1b Build n thers talk in cnversatins by respnding t the cmments f thers thrugh multiple exchanges. SL.1.1c Ask questins t clear up any cnfusin abut the tpics and texts under discussin. SL.1.2 Ask and answer questins abut key details in a text read alud r infrmatin presented rally r thrugh ther media. SL.1.4 Describe peple, places, things, and events with relevant details, expressing ideas and feelings clearly. SL.1.5 Add drawings r ther visual displays t descriptins when apprpriate t clarify ideas, thughts, and feelings. SL.1.6 Prduce cmplete sentences when apprpriate t task and situatin. SL.2.1a Fllw agreed-upn rules fr discussins (e.g., gaining the flr in respectful ways, listening t thers with care, speaking ne at a time abut the tpics and texts under discussin). SL.2.1b Build n thers talk in cnversatins by linking their cmments t the remarks f thers. SL.2.1c Ask fr clarificatin and further explanatin as needed abut the tpics and texts under discussin. SL.2.2 Recunt r describe key ideas r details frm a text read alud r infrmatin presented rally r thrugh ther media. SL.2.4 Tell a stry r recunt an experience with apprpriate facts and relevant, descriptive details, speaking audibly in cherent sentences. SL.2.6 Prduce cmplete sentences when apprpriate t task and situatin in rder t prvide requested detail r clarificatin.

24 24 Acknwledgments Authr: Elissa Guest Illustratr: Abigail Halpin Guide Creatr: Debbie Gnzales