Trucker Kid

Activity Sheets for Trucker Kid

1.  Design a hat and truck

2.  Coloring Sheets

3.  Capstone's Reading Guide for Trucker Kid 

4.  Trucker Kid Song and Trailer

5.  Trucker Kid song lyrics

Before reading TRUCKER KID: 

1.     Help children identify the basic parts of a picture book: front cover, back cover, title page, spine, and end papers. 

2.     Look at the front cover. What does it tell you about what this book will be about? Make some predictions about specifics you’ll find inside these pages. (List on paper or board and then address them after the story is read.) 

3.     Look at the back cover 

4.     Look at the end papers. Russ Cox chose the pictures Athena drew for her dad. After you read, I’ll ask you to share imagining being the illustrator and told you can design end pages for this book, what would you draw on those end pages? Why do you think Russ chose the end pages he did? 

5.     Look at the title page. After you read, go back and look at it. Why do you think Russ chose that image for the title page? 

After reading TRUCKER KID:

1.     Help students summarize in their own words what this book was about. 

2.    Can you compare/contrast a problem you might have had at home or at school?   

3.     How was this classroom like yours?  How is it different? 

4.     How is Athena like you? How is she different?   

5.     Imagine doing an activity or going on an adventure with Athena. Describe your time together. 

6.     Describe sights, sounds, smells and tastes. Tell us what you’re feeling.   

7.     Discuss how changing the setting of the story could affect the plot. For example, if Athena lived in the rain forest or the North Pole, what might be different? What other job might Athena's daddy have if they lived in those locations? 

 8.     Some words in the story can be used both as a noun and a verb. Try using these in sentences as both a noun and a verb: whistle, time, joke, talk, blend, sip, bottle, dress, work, wear, care, skin, drop, hike, smell, prune, nap, turn, pedal, push, toss, catch, laugh, hug, dish, pick.   

9.      Write a piece about a time you traveled with your parent or family.   

10.    Have you ever been inside a truck? Tell, draw or write about it. 

11.     Discuss the role of sequence in a fiction story. Find examples of events in the plot that needed to stay in sequence. What are some sequence words that might help you figure out the sequence in other books. (Ex, first, then….)

12.    What additional information about Athena can you get from looking at the illustrations? (Example: her favorite colors, what she likes to do with her free time, etc.)

MATH:   

1.     Make a graph for the number of vehicles each classmate has in their family.  You can do kinds (trucks, jeeps, sedans, four wheel drive, etc) and colors. 

Put down all the equations that equal the total number of vehicles in your class. 

(ex. For the number 36: 1 =35=36, 3x12=36 72 divided by 2=36, 4x9=36 38-2=36, etc. )

2.     The genre of this picture book is realistic fiction. What's your favorite genre? Survey the class and make a graph. (Realistic fiction, biography, mystery, fantasy, nonfiction)

CREATIVE ARTS: 

1.     Make your own sketch of your favorite page of the book and tell why it was your favorite part.  

2.     Pretend there is one more page spread in the book, draw what else might happen with Athena and her classmates? 

DRAMATIC PLAY: 

1.     Make up a play about you traveling on a work trip with one of your parents.  You can use stuffed animals or dolls to play people in your play or family, you can use puppets or friends!   

2.     Use a flashlight and make hand shadows pretending you are Athena in her bedroom or on her dad's truck.  

3.     If you could go with a parent on a work trip, what would that be? What adventure might you be having? Where might you be?  Act it out.
4.     Create a TV commercial to encourage people to read TRUCKER KID. 

5.     Choral Reading – share the book with one or two friends and read it together. 

6.     Turn TRUCKER KID into a script. Read the script out loud together. Take turns reading different stanzas. Make sure to use good expression for everyone who is listening! 

7.     Mime - While the book is being read aloud, listeners can act out the events in the pages. Emphasize body motion and facial expressions.   

GROSS MOTOR ACTIVITIES:  

1.     Find the action verbs/words in the story. Try to imitate that movement. (ex. deflates, bumping, scoop, flash, flicker, climb, etc.)   

SOCIAL STUDIES: 

1.     All About Me; All About My Family 

The first community we ever belong to is family. This project allows students the opportunity to get to know one another, and serves as an introduction to community. Or if doing this at home individually, it’s an opportunity to self-reflect and share with other family members. 

       Each child can make a book about themselves with answered questions and pictures. Yarn or a bookbinding machine can be used to bind the pages together. Each child in a class can have a day to share their book with the class, or keep in an area, where children can share each other’s books.   

 Pages in each book can include: 

- A portrait 

- About me: I am called ____. My first and last name is ____. My address is ____. I live in ____. (the country, a city, etc.) I live with ____. My favorite food is _____. Another food my family enjoys is ____. My hobbies are_____. (add anything else you’d like to tell about yourself) 

- Who are the other members of your family. Add pictures and words to tell about them. 

-What are your favorite things to do with these special people in your life?   

-Names – Every family has different names they call their parents, etc. What do you call your family members? How and why were those names chosen? Ask your parents if you don't know. 

2.    What is your classroom community like this year? Would you like to have Mr. Cruz for a teacher? Why or why not? How does he compare/contrast with your teacher? 

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Some Daddies 

Activity Sheets for Some Daddies

1. Pendant art activity 

2. What makes you, you? 

3. My dad... 

4. My dad is...(using the word ending -er)

Language arts:   

Before reading SOME DADDIES: 

1.     Help children identify the basic parts of a picture book: front cover, back cover, title page, spine, and end papers. 

2.     Look at the front cover. What does it tell you about what this book will be about? Make some predictions about specifics you’ll find inside these pages. (List on paper or board and then address them after the story is read.) 

3.     Look at the back cover 

4.     Look at the end papers. Javiera Maclean Alvarez drew sketches of people and things inside the book. Look for them as you read. It's a search and find! After you read, imagine you were told you could design end pages for this book. What would you choose to draw on those end pages?  

5.     Look at the title page.     

After reading SOME DADDIES:   

1.    Help students summarize in their own words what this book was about. 

2.    Can you compare/contrast your father figure with a friend’s dad.   

3.    Which dad in this book seemed most like your dad? Why?   

4.    Which dad seemed most different from your dad? Why?   

5.    Imagine doing an activity or going on an adventure with your dad that you’ve never done before. Tell us about it. Describe sights, sounds, smells and tastes. Tell us what you’re feeling.   

6.    Some words in the story can be used both as a noun and a verb. Try using these in sentences as both a noun and a verb, then find more in the story: whistle, joke, bottle, sip, dress, work, skin.   

7.    Write a piece about the people in your family.   

8.    If you could change into an animal and live with that animal family, tell us about your life.   

9.    Write an acrostic poem about your father, using each letter of his name or the word FATHER, to start a phrase of descriptive words about him. 

F 

A 

T 

Has a big heart and is so generous. 

E 

R   

10.   Describe what bedtime looks like for your family.   

11.    Er added to a word means "someone who". For example: a writer is someone who writes, a baker is someone who bakes. List all the fitting words ending in -er that would fit your daddy.  Some examples: Is he a cuddler, hugger, doer, fixer, shopper, builder, teacher, reader, thinker, etc.?      

MATH:   

1.    Make a graph for the number of people in each classmate’s family.   

2.    How many people in your family?   

3.    Put down all the equations that equal that number. 

(ex.  For the number 12: 1+11=12, 2 +10=12, 3+3+4+2=12, 14-2=12, 2 x 6=12, 12 divided by 1= 12, etc.)   

CREATIVE ARTS: 

1.    Make your own sketch of your favorite page of the book and tell why it was your favorite part.  

2.    Pretend there is one more page spread in the book, what else could say about daddies?  Try to write in the same format: Some daddies….   

3.    Draw your daddy with the rest of your family.       

DRAMATIC PLAY: 

1.   Make up a play about your daddy using your stuffed animals or dolls to play people in your play or family.   

2.   Imagine you were part of a different family, with a different daddy. Act out a scene of a family time together. What adventure might you be having? Where might you be? 

3.   What does your daddy like to eat? Create a scene in a restaurant, barbecue, dinner at home, wherever it might be and imagine what you’d be cooking, eating, doing, talking about. 

4.    Create a TV commercial to encourage people to read Some Daddies. 

5.    Choral Reading – share the book with one or two friends and read it together. 

6.    Turn Some Daddies into a script. Read the script out loud together. Take turns reading different stanzas. Make sure to use good expression for everyone who is listening! 

7.     Mime - While the book is being read aloud, listeners can act out the events in the pages. Emphasize body motion and facial expressions.   

GROSS MOTOR ACTIVITIES:  

1.     Find the action verbs/words in the story. Try to imitate that movement. (ex. Shooting hoops, gliding along city streets, etc.)   

SOCIAL STUDIES: 

1.     All About Me; All About My Family 

The first community we ever belong to is family. This project allows students the opportunity to get to know one another, and serves as an introduction to community. Or if doing this at home individually, it’s an opportunity to self reflect and share with other family members. 

Each child can make a book about themselves with answered questions and pictures. Yarn or a bookbinding machine can be used to bind the pages together. Each child in a class can have a day to share their book with the class, or keep in an area, where children can share each other’s books.   

Pages in each book can include: 

-  A portrait 

-  About me: I am called ____. My first and last name is ____. My address is ____. I live in ____. (the country, a city, etc.) I live with ____. My favorite food is _____. Another food my family enjoys is ____. My hobbies are_____. (add anything else you’d like to tell about yourself) 

-   Who are the other members of your family. Add pictures and words to tell about them. 

-  What are your favorite things to do with these special people in your life?   

2.     Names – Every family has different names they call their parents, etc. Do you call your father, Dad, Daddy, Papa, Pops, Father, something else? How and why was that name chosen? Ask your parents if you don't know. And that's just English!   

Here are some ways to say “daddy” in different languages:  Can you find more?   

Arabic, Mandarin Chinese, Swahili, Turkish: baba 

Croatian - tata 

Dutch, French, Japanese, Latin, Russian: papa 

German- vati 

Hebrew - abbba 

Hungarian – apu 

Icelandic – pappi 

Irish- daidi 

Italian – papa` 

Portuguese - papai 

Serbian - tata 

Spanish- Papi 

Swedish- pappa 

Vietnamese – ba or cha 

Welsh - dadi 

Yiddish: Tatti

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You Know What

Activity Sheet for YOU KNOW WHAT

Download You Know What?  wordsearch 

Before reading YOU KNOW WHAT?

1.     Begin by looking at the cover. What do you think this story will be about? What makes you think that?

2.     Look at the end pages. Notice the dinosaur leads us into the story. Remember to look for him on the final end pages and see how he looks different.

3.     Make sure to read my dedication. It will tell you where I got the idea for the book.

4.     Notice Oliver on the title page. The illustrator pictured him a certain way to tell us about his character. What can you tell us about him? Is he someone you think you’d like to have as a friend? Why? Notice the bunny he is holding. That bunny is on every page but one. Look for him.

5.     There are fourteen “You know whats?” in this book. Invite your audience to say those words each time you point to them. Invite the group to practice saying it loud and with expression before your reading.

6.     On the second page spread, what shape did the illustrator, Nynke Mare Talsma, shape the soap bubbles he is playing with in the sink?

7.     On the final spread, what do you think Oliver might say? Children can draw and write what his last “You know what?” was. I have a page ready and would be happy to send it to any teacher or librarian if you contact me on the contact page on the first page of my website.

8.     Now look at the final end pages. Where is the dinosaur who led us into the book? Peek under the dust jacket. The illustrator, art director and I discussed adding this to make the ending more satisfying and know that Oliver did indeed fall asleep. It was because I read Megan Dowd Lambert’s book, Reading Picture Books with Children: How to Shake Up Storytime and Get Kids Talking about What They See, that I wanted my story to end on the end pages! 

Language arts:

1.     Have students talk or write about their bedtime routines. Have children compare/contrast their bedtime routine either with Oliver or with other children.

2.     Using strong verbs rather than an overused verb and an adverb (like water whooshed up my nose, rather than water went up my nose quickly) is a way to improve your writing. Can you find examples in your own writing where you can make your verbs stronger?

3.     Imagine that Oliver invites you over to his house to play with him. Tell us about your time. What adventures do you have? Do you get to sleep over?
4.     When you read this story did you make a connection to your life, to another book, to the world?

5.     Discuss how changing the setting of the story could affect the plot. For example, if Oliver lived in the rain forest or the North Pole, what might be different?

6.     Some words in the story can be used both as a noun and a verb. Try using these in sentences as both a noun and a verb, then find more in the story: flush, stick, brush, smells, plugs, hurt, dream.

7.     Discuss the role of sequence in a fiction story. Find examples of events in the plot that needed to stay in sequence. What are some sequence words that might help you figure out the sequence in other books. (Ex, first, then….)

8.     What additional information about Oliver can you get from looking at the pictures? (Example: his interests, likes, favorite colors, etc.)

9.     Write a name acrostic poem, using each letter of your name to start a phrase of descriptive words about your bedtime routine
N-descriptive words
A-descriptive words
M-descriptive words
E-descriptive words

Math:

1.     The genre of this picture book is realistic fiction. What's your favorite genre? Survey the class and make a graph. (Realistic fiction, biography, mystery, fantasy, nonfiction)

2.     If Oliver goes to bed at 8:00 p.m. and wakes up at 7:00 a.m., how many hours does he sleep? How many hours do you sleep most nights? Survey the class about their bedtime and make a graph.

3.     How long would you estimate that it would take to clean under Oliver’s bed? Change that to seconds!

Creative Arts:

1.     Make a sketch of your favorite part of the book and tell why it was your favorite part.

2.     Pretend there is one more page in the book before the end pages? What do you think he wants to say when his mommy is closing the door and he calls out one last time, “Mommy! You know what?” Write it and draw a picture like it was a page in the book.

Dramatic play:
1.     Use a flashlight and make hand shadows pretending you are Oliver in his bedroom.  

2.     What conversation might he be having with his stuffed animals?  Can you find the one page that does NOT have the bunny on it?

3.     Younger children might want to act out a bedtime scene delaying bedtime in a different way.  

Gross Motor Activities: 

1.     Move like Oliver did in the story.  

-Can you tumble?  

-Can you dance?
-Find other examples of movement in the story and try to move that way. 

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​Before I Sleep: I Say Thank You

Activity Sheets for BEFORE I SLEEP I SAY THANK YOU 

1. I Am Grateful Worksheet 

2. Before I Sleep: I Say Thank You wordsearch

Language arts:

1.     Have students talk or write about their bedtime routines. Have children compare/contrast their bedtime routine either with the boy in the story or with other children.

2.     Either write about what you are grateful for or draw a film clip as was done in the book. You can focus on one blessing or draw the many things you appreciate.

3.     Using strong verbs rather than an overused verb and an adverb (like mumble, rather than speak unclearly) is a way to improve your writing.  There are many strong verbs in my books.  See if you can find examples.  Can you find examples in your own writing where you can make your verbs stronger?

4.     Imagine the boy invites you over to his house to play with him. Tell us about your time. What adventures do you have? Do you get to sleep over?

5.     Make a prediction how this bedtime routine would be different if the boy had a brother or sister, or if his daddy put him to bed.

6.     When you read this story did you make a connection to your life, to another book, to the world?

7.     Discuss how changing the setting of the story could affect the plot. For example, if the boy lived in the desert, what would be different?

8.     Some words in the story can be used both as a noun and a verb. Try using these insentence as both a noun and a verb, then find more in the story: click, parade, share, pick.

9.     Using similes can enhance your writing. One used in this story is…”as quiet as a secret.”  What else is quiet? Try making up more similies. [as fast as…., as noisy as… etc.]

Math: 

1.    Survey the class to make a graph of favorite before bed activities (story, prayers, tuck-in by parent, etc.)

2.     Note the appearance of the cat on many pages. What's your favorite pet? Survey the class and make a class graph of favorite pets.

3.     The genre of this picture book is realistic fiction. What's your favorite genre? Survey the class and make a graph. (realistic fiction, biography, mystery, fantasy, nonfiction)

4.     The boy promises to help pick tomatoes. If 20 tomatoes fill a bucket, how many tomatoes will fill 5buckets. Make up more -word problems about tomatoes.

5.     The boy’s mom gives him a ten-second hug. How many hugs would he get in one minute? In two? In three?

Creative arts:

1.     Ask students to draw/paint a picture of their favorite part of their bedtime routine. Get help from an adult, if needed, to place a caption under the picture.

2.     Ask students to make a sketch of their favorite part of the book and have them tell why it was their favorite part.

Dramatic play

1.     Use a flashlight and make hand shadows pretending they are the boy and the cat. What conversation might there be?  Children might want to act out a  scene...perhaps one that might happen in the future. 

Gross Motor Activities:

1.     Move like the little boy did in the story.  Can you chug like a caboose? Fly like a plane? Find other examples of movement in the story and try to move that way.

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 ​
 Where Am I Sleeping Tonight?- Kids Coming To Terms With Divorce

Activity Sheets for WHERE AM I SLEEPING TONIGHT

Download Where Am I Sleeping Tonight?.. wordsearch
 

Language arts:

1.     Have students talk or write about Mark's problem.  What do you think he can do?

2.     Have students write a goal they want to set.  How can they meet that goal?

3.     Have a discussion about why it's important to have friends you can count on.
Ask for specific examples.  

4.     The boys in the story woke up to music.  Music can affect your mood.  Ask students to write or discuss how it can affect their mood and what music they listen to.

5.     To cover state standards on figurative language, there are many examples in the book.  Find the examples in the story.  Brainstorm other figurative expressions that could be used instead.

Math:  

1.     Mark went to school by bus.  Survey the class to make a graph of ways they come to school. (bus, walk, bicycle, car)

2.     Discuss fractions.  If Mark and Evan have pizza three nights, what fraction of the week do they have pizza?

Creative arts:
1.     Ask students to draw/paint what they'd wish for if it was their birthday. 

2.    Mark was learning to be responsible.  That's a positive character trait.  Draw students' silhouettes, using the overhead, and inside the silhouette, have students list positive traits about themselves from A - Z. 

3.     Ask students to make a sketch of their favorite part of the book and have them tell why it was their favorite part.

Dramatic play: 

1.     Use a flashlight and make hand shadows pretending they are Mark and Evan.  What conversation might they be having?  Younger children might want to act out a playground scene.  

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Ruth the Sleuth and the Messy Room

Activity Sheet for RUTH THE SLEUTH AND THE MESSY ROOM

Download Ruth the Sleuth Activity Sheet

Language arts:

1.     Have students talk or write about their room.  Each student can describe their bedroom in detail.   Then pass out descriptions so you get another student’s paper.  Now draw the room using the description.  Write names on back and line up the pictures so that names can’t be seen.  See if students can find their own room.  Discuss what they learned from the activity. 

2.     Discuss or write about why you think Ruth will or will not continue to keep her room neat and organized.  Do you think it’s important to be organized?  Why or why not?

3.     Using strong verbs rather than an overused verb and an adverb (like shuffled, rather than walked slowly) is a way to improve your writing.  There are many strong verbs in Ruth the Sleuth.  See if you can find examples in the book.  Can you find examples in your own writing where you can make your verbs stronger?

4.     Imagine Ruth invites you over to her house to play in her room. Tell us about what happens.  

5.     Discuss the role of sequence in a fiction story. Brainstorm sequence words (first, then, next, etc.) and then go back to the story and try to find them all. 

Math: 

1.     Ruth wrote with a crayon in the book. Survey the class to make a graph of their favorite writing tool. (crayon, pencil, pen, marker,keyboard) 
2.     Note the appearance of the cat on many pages. What's your favorite pet? Survey the class and make a class graph of favorite pets.

3.     The genre of this picture book is realistic fiction. What's your favorite genre? Survey the class and make a graph. (realistic fiction, biography, mystery, fantasy, nonfiction)

4.     In this story Ruth's mom is making chocolate chip cookies. Survey the class and make a graph of their favorite cookie.

5.     Discuss fractions.  If there were 24 chocolate chip cookies on the cookie sheet, and she made little batches of 3, each batch would be what fraction of the entire number of cookies made?  If she made little batches of 4, each would be what fraction of the entire number of cookies made?  If she made little batches of 6, each would be what fraction of the entire number of cookies made?  If she made little batches of 8, each would be what fraction of the entire number of cookies made?   Can you reduce those fractions to simplest terms?  

6.     If there were 24 chocolate chip cookies on the cookie sheet, how many kids could share the batch if each child had 2? If each child had 3? If each child had 4? If each child had 6? If each child had 8?

Creative arts:

1.     Ask students to draw/paint what they'd wish for in their bedroom. 

2.     Ruth was learning to be organized.  That's a positive character trait.  Draw students' silhouettes, using the overhead, and inside the silhouette, have students list positive traits about themselves from A - Z. 

3.     Ask students to make a sketch of their favorite part of the book and have them tell why it was their favorite part.  

4.     Dramatic play: Use a flashlight and make hand shadows pretending they're Ruth and Zack.  What conversation might they be having?  Younger children might want to act out a  scene...perhaps one that might happen in the future.

Gross Motor Activities: 

1.     Move like Ruth did in the story.  Can you slither out from under a bed?  Can you shoot something into your waste basket? Find other examples of movement in the story and try to move that way. Discuss how the characters use their muscles.