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Old Lady

There was an Old Lady Who Swallowed Some Books

Title:  There Was an Old Lady Who Swallowed Some Books!

Author: Lucille Colandro

Description: Another version of the little old lady who swallowed a fly, but with a back to school twist….

Goals:

  • Sequencing
  • Story retell
  • Early Prediction
  • Phonological Awareness (Rhyming)
  • Speech Production (s-blends, /sw/)

Why I like this book: There is something about this crazy old lady that kids seem to love. It always gets a reaction, and therefore some discussion, and participation.

Ideas for this book:

  • Create Boardmaker or google image pictures to help children sequence the story as you read, and/or for retelling the story after it’s complete. Encourage temporal markers such as first, then, next, after that, last
  • Have students make guesses as to what she may swallow next. Encourage them to use the previous clues to make a guess (i.e. what could she do with  the pen?)
  • Stress the rhyming words and/or provide the first sound and see if they can “fill in” the remaining sounds. Can they generate additional words that rhyme with each pair? Great to pair with the What Rhymes? App, or Pocket Phonics App
  • Given the repetitive story line, there is lots of opportunity for word or sentence level /sw/ blends (i.e. swallowed)
  • Have kids create their own, There Was an Old Lady Who Swallowed a X. Would be great for reasoning skills, rhyming and story generation. You could use Story Patch app to make this story and even email the story home to share with parents.

Submitted by; Meghan G. Graham M.S. CCC-SLP

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Dog

Dog’s Colorful Day

Title:  Dog’s Colorful Day: A Messy Story About Colors and Counting

Author: Emma Dodd

Description: Throughout the day, a dog accumulates various different colored spots on his body.

Goals:

  • Basic Concepts/vocabulary (colors and numbers)
  • Early Sequencing
  • “why” questions (simple, highly contextualized)
  • “s” blends (spots, squish, squash, splash, swish)

Why I like this book: An adorable, simple story for early story telling/retelling.

Ideas for this book:

  • Great to pair with counting and coloring apps to help children learn these early concepts. See app stories like Kindertown Apps to search. Lots of activity ideas from other websites such as Making Learning Fun or a whole pintrest page dedicated to ideas here.
  • Make colors spots like in the story. Have kids “retell” the story using the colored spots. Can they remember the order and where the spot came from (i.e red was the jelly when he was waiting under the table at breakfast time, blue was paint from the front door, etc.). Encourage kids to use temporal markers such as “first, , next, then, last”
  • Help teach/model “why” questions. Why does he have a green spot? BECAUSE he rolled in the grass. Why does he have a gray spot? BECAUSE he splashed in the mud, etc.
  • lots of opportunity for /s/ blend practice. Have kiddos repeat the stimuli. Great to pair with articulation apps for more drill work such as Articulation Station or Artik Pix

Submitted by; Meghan G. Graham M.S. CCC-SLP

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The little Green witch

The Little Green Witch

Title:  The Little Green Witch

Author: Barbara Barbieri McGrath

Description: A play on the “Little Red Hen,” this story highlights a little green witch who does ALL the “unhousework” as her friends the ghost, the bat and the gremlin do little. They learn their lesson at the end of the story…

Goals:

  • Narrative
  • Sequencing
  • Vocabulary (fall, halloween)
  • Emotions (why are they feeling that way?)
  • Inferencing
  • Past Tense
  • /s/ blends

Why I like this book: It’s a “play” on the classic “The Little Red Hen,” which is another favorite of mine. I love the lesson of the story, and the humor is loved by all children.

Ideas for this book:

  • Have students retell the story identifying story grammar elements. I use with “Braidy” from  Mindwingconcepts, is there is a clear “kickoff,” and sequence of events
  • Great for sequencing as well. Have children retell the story using pictures from the story, incorporating “first, next, then, etc.” You photo copy pages of the story- and have students place in order, and take home to retell to their families
  • The story offers lots of fall, halloween vocabulary (pumpkins, witches, gremlins, bats, ghosts, etc.). Tie with Sara Smith’s Expanding Expression Tool and have children expand on the concepts. You can also use our Bag Game App and use the new fall and halloween pictures for description.
  • There are various emotions/states and emotional vocabulary used in the story (frustrated, lazy, disgusted, excited,  annoyed, etc.). Identify with students, and see if they can generate “why” characters feel that way. Can they “act” out the emotion? Can they identify a time in their life when they have felt that way?
  • The story offers opportunity for students to infer what might happen next. If she plants pumpkin seeds what will she need to do next? (water) After that? (pick) etc. The witch’s friends also NEVER help her. See if children can predict what they will do/say next? Can they see the pattern? Can the predict how the witch will feel?
  • Here is a free coloring page to go with the story provided by Charles Bridge Publishers: Coloring Page. Have students color, add descriptive words (use EET from above), generate their own story about a witch, etc.
  • Lots of examples of the past tense. The witch lists what she has done often (I carved. I planted. I watered. I cooked, etc.) Stress the “ed” ending, and encourage students to retell the witch’s actions.
  • There are numerous examples of /s/ blends throughout the story (scare, scooped, stirred, etc.) Encourage students to repeat your utterances, generate their own sentences using the stimuli, etc. Create picture cards that go along with the story to use for additional practice or home programming.

Submitted by; Meghan G. Graham M.S. CCC-SLP

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santa's stuck

Santa’s Stuck

Title: Santa’s Stuck

Author: Rhonda Gowler Greene

Description:  Santa eats a few too many sweets and gets stuck in the chimney. His only hope of escaping is the team effort of his reindeer, and the pets of the house.

Goals/concepts:

  • Phonological Awareness (rhyming)
  • Speech Production (s-blends, /l/, /s/)
  • Early Narrative
  • Why Questions
  • Early Prediction
  • Reading Body Language

Why I like this book: For our friends who celebrate Christmas, it’s humorous with great illustrations that kids love. A good story that gets you into the holiday spirit.

Ideas for use:

  • Have children fill in the rhyming word when appropriate. Can they generate another word that rhymes?
  • Lots of repetition of “No luck, Santa’s stuck.” Great repetition of /s/, /st/ and /l/. The story is filled with lots of opportunity for all of these sounds.
  • An easy story to have children retell using the pictures. A simple sequence of events. Encourage temporal markers (first, next, then). Would be a good book for Mindwingconcepts. Clear “kick-off” (Santa gets stuck) and events, tie up.
  • Lots of opportunity for early “why” and reasoning. Why is Santa stuck? What do they have to be quiet? etc.
  • Great for teaching prediction. Each picture has a small circle illustration that often tells what is happening next.
  • Awesome illustrations for reading body language. What are the animals thinking? Feeling? Why?

Submitted by: Meghan G.Graham M.S. CCC-SLP

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Little Old Lady Who Wasn't afraid of anything

The Little Old Lady Who Was Not Afraid of Anything

Title: The Little Old Lady Who Was Not Afraid of Anything

Author: Linda Williams

Description: A walk in the woods turns into an unexpected surprise for the Little old lady. She meets some visitors along the way who follow her home to try to scare her.

Goals/concepts:

-sequencing

-narrative /Retelling

-Halloween vocabulary (jack’o lantern, scarecrow)

-clothing vocabulary (shirt, pants, shoes, gloves, hat)

-articulation (l blends, sh, s blends )

Why I like this book: It’s a fun holiday story that kids love to participate in.

Ideas for use:

– use board maker pictures of all of the visitors she meets on her walk (e.g. Shoes, pants, shirt, etc.) They can add their part when it happens. The story is repetitive so there is lots of opportunity for participation.

– use visuals (like above) for Retelling the story. Incorporate temporal markers (first, then, after that, etc.)

-a good story for the story grammar marker and Braidy (www.mindwingconcepts.com). A pretty straightforward sequence and clear kickoff.

-act out each visitor. For example the shoes go clomp clomp… have kiddos stomp their feet each time. The pants go wiggle wiggle…have kiddos wiggle their bodies, etc.

-a great story to act out in a group. Different children can be each of the parts, or use objects as the parts (shoes, pants, etc.)

-for articulation, because it’s so repetitive you can get lots of practice for some specific targets. /sh/ with shake, shake and “she” and /l/ blends…clomp, clomp, clap, clap, for /s/ blends I change afraid to “scared” “I’m not scared of you”

Submitted by: Meghan G.Graham M.S. CCC-SLP

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