Author: Margaret & H.A. Rey’s
Description: Curious George gets into trouble again on his first day of school. However, his friends come to the rescue.
- Emotions/Body Language
- Pretend Play
- Story Retell
- Figurative Language
Why I like this book: Curious George is always a hit with kids. This book can be used with a variety of ages based on your goals.
Ideas for this book:
- A good story for the beginning of the school year. There is a range of emotions in the story (which is what our kids are likely feeling:) that is great for discussion. Excitement, nervousness, frustration, etc. The pictures provide great body language as well. Have students “act out” different emotions, and discuss why they may feel that way. Discuss strategies for how to cope with the negative ones.
- When George inevitably gets into trouble, his friends jump in to help him. A great lesson for students about helping their friends in need, and how “many hands make light the work.” Brainstorm other ideas for how to help friends and/or the class during the year (i.e. pushing in chairs, helping other clean up quickly, wiping your table after a snack, etc.) Great to introduce the concept of “teamwork.”
- For younger students, a great story to “act out” with small objects. Have them act out a child (or a monkey) going to school. Incorporate a teacher and other friends. Help them sequence events, add dialogue, etc.
- For older students, a great story for retelling. Pair with MindWing Concepts “Braidy” to identify story grammar elements. A good story with multiple “kickoffs.”
- There are a couple examples of figurative language: “having a ball” and “well-balanced snack”- both for which George interprets literally. For older students could tie to other idioms and figurative language. For younger students great to point out and discuss.
- Tie to curriculum around “well-balanced” snacks. Brainstorm other healthy snacks and have after reading the story.
- During and after reading, incorporate “wh” questions throughout. Why is George in trouble? How can you tell? What will happen next? Why?
Submitted by; Meghan G. Graham M.S. CCC-SLP
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