Predictable Pattern

Citation:  Keats, E. J.  (1999) . Over in the meadow. New York: Viking and Puffin                                     Books.

ISBN #:  0-670-88344-1

Content of the story: 

This story is a poem about different animals that live in a meadow with their babies. It introduces the numbers one through ten. The first animal is a turtle and her little baby. The book shows what the animals do all day. The next animal we encounter is a fish and her two babies. The story continues on with birds, muskrats, bees, crows, crickets, lizards, frogs, and fireflies. It shows the relationship between the parents and their babies, and on each page there’s a larger number of children until we reach the number ten.

 The reason for three to five year olds:

I would use this book for three to five year olds because they are able to understand it. It has fantastic illustrations to go along with a great story. Three to five year olds can learn the song that goes along with this book, and be able to sing it. This book teaches the children to count up to ten in a really fun way. It also shows where each of the different animals live. (Fish live in the stream and birds in a tree)

Illustration comment:

The illustrations in this book are so great.  They look as though they’ve been painted on. You feel as though you are actually where the animals are when you look at the pages. There are autumn colors in this book that make you feel cozy. The illustrations make you want to jump inside of the pages and see these animals.

Provocation:

I would play the song before reading the book. This would spark interest and hopefully connections would be made that the song is the same as the book.

Presentation:

1.    Present this book by reading it to the children at circle time.

2.    Teach the song to the children. The children can make up actions for each animal while singing the song. (Ex. Hands together swimming like a fish)

3.    The third way to present this book is to make masks for all the mother animals and hand them out to ten children. We would sing the song and every time the mother (a child in the class who has a mask) tells the children to do something, such as “dig”, everyone must do that action.

Extension:

1.    Talk about the things our mothers ask us to do, such as “make your bed!” or “Clean that mess!”  Discuss with the children their roles at home, and what things they do during the day.

2.    There could be a discussion about different kinds of homes. The children can talk about and draw the house they live in and their families.

3.    The children can play with sand and have little plastic animals in the sand, such as turtles. On the water table, there can be plastic fish and frogs to play with.

Predictable Pattern

Citation:  Beaumont, K. (2008) . Who ate all the cookie dough? New York. USA: Henry             Holt and Company.   

ISBN #:  978-0-8050-8267-8

Content of the story: 

A Kangaroo is making cookies, but someone has eaten all the cookie dough!  She goes to each of her friends looking for who ate it all.  The friends ask each other if they were the one who ate the cookie dough.  This book rhymes and also has predictable patterns in it. The children can guess and use reasoning about who ate the cookie dough.

The reason for three to five year olds: 

Three to five year olds would love this book. It is simple to read, with not too many words on each page. The story rhymes and so they will have some idea of what’s to come next. The illustrations are beautifully done. In the end, the children can guess who ate all the cookie dough before you flip the page.

Illustration comments: 

These are really lively pictures. The main focus on each page, are the characters. There are very simple background pictures. Each time you flip over the page, a new character joins the kangaroo in her search. The colors are bright and go well together.

Provocation: 

Set out a large bowl with a spoon in it where the children can see it clearly. There would be a sign above it that says, “Who ate all the cookie dough?” and a picture of Kangaroo. A teacher wear an apron(possibly brown) with a pocket with baby kangaroo in  and hair band with kangaroo ears. 

Presentation:  

1. Read this story to the children first.  Stop where the animals wonder who ate all the dough.  Say, "I wonder who?"  Since all the animals are on that page, children can wonder which animal ate the dough.

2. Read the story with finger puppets of lion, zebra, llama, cheetah, and hippo.  Also make a monkey finger puppet to hang from the a loop around one of the fingers since the monkey is hanging from the tree in the book. Make mama kangaroo puppet with a big pocket, and inside the pocket, put the baby kangaroo.  As each animal come up in the story, show each finger puppet.  At last, hang the monkey from one of the fingers.  Then when the mama kangaroo comes back in the story, use the mama kangaroo puppet.  Wonder with children who ate all the cookies.  And take a baby kangaroo and cookies.  (They can eat the cookie for a snack)

3. Prepare story basket, however, use a basket  or even a bag that you can put around your waist, and hide all the animals.  As you read the story, you take each one of them from the pocket.  Finally, the baby one comes out at the end.    

Extension: 

1.    Bring the ingredients in to make cookies with the children. Then make cookies together in class.

2.    Tell the story by giving a few children masks of the characters, and they would act it out as I read the story.  Each child who had a mask, as they were called out, would hold hands with the other children who had already been called. (eg. Kanga asks lion, then they both ask zebra…and so on).

3.    Reading the story “If you give a mouse a cookie.” 

Predictable Pattern

Citation: Diesen, D. (2008) . The pout-pout fish. New York: Phoenix color
corporation.

ISBN #: 0-374-36096-0

Book Content: 
This book is all about a fish that doesn’t know how to smile. He is always pouting and being glum, spreading his sad attitude around the ocean. The
pout-pout fish has friends who try and cheer him up. Eventually, a girl fish comes along and kisses him. Then he can’t stop smiling and he spreads his cheerfulness
all over the place. The language used in this story is just fantastic. It includes a wide variety of new words.

Why 3-5’s?: 
This story is perfect for this age group. It does have some new words,
but children that age won’t have trouble understanding and learning the words once
they are explained. The illustrations are so colorful and fantastic it will just draw the
children into the story immediately.

Illustrations:
They are just gorgeous. There are such beautiful colors on each page.
All of the fish are different colors. None of the illustrations are scary looking, they
are all really friendly and age appropriate.

Provocation: 
Set up a big picture of the pout-pout fish in the room where the
children could see it. Wonder with children why he looks so sad.

Presentation:
1. Read this story with voices for all the different characters during a circle time. Stop and wonder right before he gets very happy. Discuss different emotions with the children, and also how they solve their problems.

2. Use a felt board. First, show how unhappy he is. And also how he relates to other fish.  After that, show his happiness by using a heart shaped felt.

3.  Use fridge magnets technic.   Colour copy all the characters in the book and put magnets at the back.  Make both a happy face and a sad face for pout-fish.  Paint a baking tray with a deep ocean view and  tell the story.

Extentions:

1. Talk with the children about different emotions, such as happy, glum, mad
etc. Also talk about, how you are feeling effects everybody around you. If
someone is happy, that makes other people happy too. If someone is pouting
and sad, that makes others unhappy.

2. Reading non-fictional books about octopus, squid and other things that live
under the sea.

3. Set out a few age appropriate fish/under the sea puzzles for the children to
work on during activity time.

Predictable Pattern

McNaughton, C.(2009). NOT LAST NIGHT BUT THE NIGHT BEFORE

Somerville, MA:Candlewick Press

ISBN: 978-0-7636-4420-8

Content of the story:

This book is about one boy who has unexpected guests over and over at one night. Three black cats are coming to see him. The moon, three little pigs, little Bo-peep, Miss Muffet, Jack and Jill, three blind mice, Goldilocks, Mr.Punch are knocking at the door. What is happening tonight? The boy is not sure what is going on, and heard the sound of glass tapping. Surprised! Everyone is here to celebrate this boy’s birthday. What a fantastic night for him!

Reason for three to five year olds:

This story starts with very mysterious mood. Why is this boy having all guests on his bed time? This is a good story because it makes children think and wonder what is going on. If we read more pages, we can see guests bringing presents with colourfull outfits. It is a happy story at the end.   

Illustration:

This is the story about night time, but it is very colourful. The boy’s facial expressions are well explained by the illustrator. I can see his fear, surprise and happiness from each page. This is a beautiful book with rich colour.

  

Provocation:

Pajama Day- I have children come to school with their pajamas. I make a big poster of the picture from very first page of the book, put on somewhere in the classroom. In the picture, the boy is sitting on the stairs with very curious face. Is something wrong with him? What is bugging him?   

Presentation:

1.Read the book

I start reading a book in a very slow pace. Every time new guest comes, I pause for a few seconds to invite children’s wonder. I speed up a little bit as we flip over the page. I stop where a glass was tapped and ask children. I say, “I wonder what is going to happen next”.

2.Felt Story

I choose black as a background colour for the felt and put one big door and one bed on felt foam. Hopefully, children know it is night time. There are many quests on this story, so I do not make each one of them individually. I make one picture of each scene if they visit the boy at the same time. 

3.Flip Card

I read this story with flip cards. It has the same pattern every time the guest comes. First, they knock the door and then something happens. This is the reason why I chose to use Flip Card. In this way, I can have more attentions from children because they will be curious about what is happening when I flip card over. 

Extensions:

1. Sharing Birthday story

Have you had any surprised party? How did you feel? Tell me about the most memorable birthday.

I ask parents to bring one picture from the child’s birthday, so each child has his or her own picture. I gather all pictures and present them in front of the class. Everyone will have the chance to talk about their birthday party.

2.Colouring

I have all pictures of guests from this book, but there is no colour. Children might remember that each guest wears splendid clothes. I put all pictures on the table. Children can choose any picture they are interested in and colour it whatever they want.

3.Let children play with flip cards

I leave flip cards from the story on the table. Flip cards are laminated, so it will last long even though children play with them. When children see each picture from the book, they will create their own stories.

Predictable Pattern

Paxton, T.(1996). Going to the Zoo.

New York, NY: Morrow Junior Books

ISBN: 13: 978-0-688-13800-4

Content of the story:

This book shows a family’s big excitement about going to the zoo in an excellent way. Two daughters and one son had so much fun at the zoo with their dad and guess what? They are excited AGAIN because their mother will take them to the zoo tomorrow again!  Children are dancing on the floor while dad is sleeping on the couch.

Reason for three to five year olds:

I personally think that zoo is a perfect place where children can explore their imagination and learn about nature. This book will invite three to five year olds’ wonder and excitement. I assume that many of them already have gone to zoo, so they can relate their experience into this story. If there are children who have no experience with zoo, they can still enjoy this story.

Illustration:

This illustration is done by water color. Using pastel colour creates comfortable and friendly atmosphere. The illustrator uses pink and green colour quite a lot and my eyes never get tired of looking at pictures. Animals are depicted as friendly creatures and facial expressions of people including the family look very real and cute. I especially like the picture of very first page because it represents the family’s excitement for their coming trip very well. Each picture is put on double page spread, so it is large enough to share with a large group of children, as well as a small group.

Provocations:

Thankfully, Music is included with this book. First, I will play this song several times. When children get familiar with the melody, I will have them sing together. There is rhythmic verses: “We are going to the zoo,zoo,zoo. How about you,you,you? You can come too,too,too. We’re going to the zoo,zoo,zoo.” We can change lyrics at certain parts. For example, We are going to the zoo,zoo,zoo. How about Shanna,Shanna,Shanna? Shanna can come too,too,too. We are going to the PNE,PNE,PNE. How about Yuko,Yuko,Yuko? Yuko can come too,too,too. We can play a game out of this song by changing words.  

Presentation:

1.Read the book simply
First, I hold the book, showing children only the cover. I will have them share their thoughts about the first picture. I would say, “I wonder why these animals look so happy” or “I wonder what this story is about.” I stop where all animals wave hands to the family. I say, “ I wonder how children feel about going home” or “Do you think the dad feels tired by this time?”    

2.Scroll Book

It is a day trip to the zoo, so I think it would be fun to put this story into TV screen presentation in orders that the family visit each animal cage. I present this book with Scroll. I want to make my own tube, looking for the size shorter than wrapping paper, using my pencil case that is made of hard board.   

(Referred to “A Smorgasborg of Book Design Ideas Donna Duncan-Reilly”)

3.Felt Story

Read this story with felt board. Each time, new animal comes, I would ask children some questions such as “Do you know what money eats?” I choose Green as a background colour for Felt story because this book is about nature. I make animals with bigger sizes on my own, so children can see an actual feeling of each animal. You can get related materials from the website that has been included below.

http://teachers.scholarschoice.ca/products/Chenille-Kraft-1710/Grade-1-526/Zoo-2119/Communication-Skills-2122/Lets-Go-To-The-Zoo-Felt-Story-Board-p12890/?pstart=1

Extensions:

1.“Let’s talk about your favorite place to go with your family.”

After reading the story, I say, “I wonder where your favorite place is” Children share their story and draw their favorite moment.

2.Let children play with Scroll freely

I put Scroll on the table. Children will eventually figure out how to manipulate and they can create their own story.

3.Nature Study

If it is possible, I would go field trip with children. If not, we can still learn about animals in class. I prepare pictures of each animal we saw on the book. I present each picture, ask them, “Where do you think monkey lives? “ “What do you know about monkeys?” “   

Predictable Pattern

Wison.K, (2002), Bear snores on, N.Y., An imprint of Simon & Shuster Children’s Publishing.

ISBN:0-689-83187-0

Content of the story

It is in wintertime, the story begins in the cold and windy woods.  While a bear snores on in his cave, there comes one little mouse.  He was very cold so he came into bear’s cave and start to light fire.  It starts making a noise, but the bear snores on.  Next, there comes a friend of mouse, a hare.  They start to make popcorn and tea right beside the bear, but the bear snores on.  While they are having fun in the cave, there comes a badger, gopher and mole join, and start to make more noise.  But the bear snores on!  So they started making stew.  As the mouse sprinkles pepper, bear sniffs the pepper, and “Raaaachooo!!!”  That woke him up! The bear finds out that everyone has been having fun without him, so they all decided to have a little party all night.  When the sun is just about to come up, everyone falls asleep, but the bear!

Reason for three to five year olds:

While the bear is sleeping, animals come into his cave. Because he was sleeping, he missed a chance to get to know them.  When he found out that they were all friends beside him, he was sad. However, they all try to include him in the circle of friends.  This message is appropriate for three to five year olds.

Illustration comment:

It is done with watercolour.  It gives very warm and friendly atmosphere.  Although all the animals are in brown, white, grey and black, there is still something bright about the pictures.

Provocation:

Make a cave with carton board, and put a bear there.  When children are there, tell them to be quiet.  As they look inside, they figure out why; the bear is sleeping.

Presentation:

1. Read the book as it is.  When the hare and mouse have tea together, stop reading.  However, without flipping the page, read the next line on the next page.  (Mouse sips wee slurps.  Hare burps big BURPS!  “I wonder what happens to the bear” Then flip the page and read the pattern line, “But the bear snores on.”  Also stop when the bear gets up and looks like he is going to get angry.  This is the perfect place to wonder because he is not actually angry; he just wants to be friends with everyone. Let children use their imagination.

2. Use you tube clip:
http://www.youtube.com/watch?v=M6lgyHRABcc.
Since a man reads this story, children can experience how the male read the picture book.  The clip is only for the sounds.  A teacher holds the book and as the story goes, the teacher flips pages for children.

3. Use puppets + prop box.  Make paper puppets.  Illustration can be copied from the book.  Use a table and as the teacher tells the story, use puppets.  Bear puppets need to be two kinds: sleeping one and awake one.  When animals have tea or food, put them on the table. For example, when they are having tea, put a teacup and a teapot on the table.  Also when the bear snores, ask children to snore!

Extension:

1. Give children a role, and they can act while teacher read.  Put all the food and drink items (picture cards are ok too, but real things are great) in a basket in the centre of the circle.  The children who plays the bear sleeps on the floor, and every time they hear, “But the bear snores on.” they make a snoring sound.  As the teacher read the book, children act as one of the animals or get the item from the centre basket.  For example, when the teacher read “And everybody clutters” children clutter.  When animals chew, make a chewing sound.  When animals are having tea, children find a right tool from the basket. 

2. After reading the book, wonder with children. “I wonder what the bear did after his friends fell asleep? Now you can be his friend!” Think about possible play they can do with the bear.  And play a gesture game.  First, a teacher shows children the idea.  For example, a teacher starts to jump, but doesn’t say anything.  Children can guess what the teacher is doing by watching the action.  Then do the action with children.  This also can be a great movement activity.

3.  Play a memory game.  Make cards of animals, drink or food that they used in the book.  Put all the cards on the floor and find the matching cards; for example, “the bear” card and “sleeping” card, “the mouse” and “tea cup cards match”, etc.  When children finished picking all the cards, glue them on the wave book and make a big book for the story time!  They have to remember the order the animal appears in the story, too.  * Those picture cards can be coloured by children before gluing onto the book.

Predictable Pattern

Fleming, C.(2002). Muncha muncha muncha: N.Y.: Atheneum Book for Young Readers

ISBN: 13-978-0-689-83152-2

Content of the story:

Mr. McGreely’s dream, planting his own vegetable garden, is just about to come true, but it doesn’t seem to be simple as he thought.  Despite his excitement to see his vegetables growing, there come three bunnies munching leaves sprouts and stems away every night.  How did they get into his garden while he tries numerous ways to save his precious plants?  Bunnies somehow keep coming back and munch all the vegetables away.  At least, he succeeded in stopping those bunnies from coming into his garden by making “enormous thing”.  Now, he can finally have all these yummy-fresh vegetables all by himself!

Reason for three to five year olds:

This book is great for three to five year-olds because it helps them to wonder and become excited about what comes next.  Mr. McGreely comes up with different ideas on how he can keep out those bunnies; however, every time he tries something new, he fails.  As this story goes, children hope for his success, and see his happy face. Also the way this book stops the predictable pattern is great because it shows it in the picture as a non-verbal expression and the contents of verbal expression. It is a little tricky to find out what is going on at the end first, but perfect book for reading over and over again to see the real reason why bunnies can eat vegetables with Mr.McGreely.

Illustration:

The illustration is drawn with coloured pencils so it gives a warm and friendly atmosphere.  The illustrator Karas, used the entire page to describe the scene, which draws us into the story world instantly.  Especially when the bunnies eat at night, the bigger vision gives the sense of darkness perfectly with the onomatopoeia all over the page.  Also illustration tells important part of the story.  The text never explains how bunnies got into this garden at the end; however, the illustration reveals everything.

Provocation:

I leave the basket in the middle of the circle.  I put three bunnies, except ears in a basket and cover it with a piece of cloth, just like a scene from the last part of the book, when three bunnies sneak into Mr. McGreely’s basket while he was doing the victory dance.  The purpose is to make children wonder why those three bunnies finally sneak into his garden and eat his vegetables.  I want children to notice the part; that is how those three bunnies sneak into his garden even with him and eat vegetables together.  I want children to notice the part when we read the story together.  Hopefully, they experience, “Ah, that’s why!”, so that they will experience that there is always something “fun” waiting for you at the end of a story.

Presentation:

1. Read the book simply.  The first place I stop and wonder is when Mr. McGreely makes a wet trench outside the tall wooden wall.  I say, “I wonder what’s going to happen next morning.” Also I stop where bunnies find “the enormous thing”.  I said, “I wonder what’s going to happen to Mr. McGreely’s.” At last, I stop where the bunnies are eating with Mr. McGreely, and say, “I wonder why they are eating with him.” Then children really start wonder why and ask to read the book again.

 

2. Make a prop box and tell a story without a book.  While you tell a story, you add props so that children can visually understand what is going on.  Things you need are: box covered with brown paper with some holes that you stick green tissue paper or any light materials inside as his garden, some wires that you can put around the box, wooden wall that can be that you can make with chopsticks, three milk cartons that water can be filled, and door made of carton board and a lock (real one would be nice, but you can also make it with clay, paper, or anything children use daily. One this you have to remember is that all the things surrounding the garden have to be three dimension so that children can see what is happening in the garden.  You fill the box with green light materials so that you can pull one of them each time as if you are pulling a vegetable, and do the “muncha muncha muncha part” Finally, when Mr.McGreely gets into his garden, that’s when you use the same basket with bunnies’ ears sticking out and end the story.

3.Make a song.  Use the recognizable tune, like “twinkle twinkle litter star”, and sing together with body movements. Not the whole story, but like

              “Mr.McGreely plants his garden

               Here come bunnies, muncha muncha muncha.

               He puts a fence, he builds a wall,

               He makes a moat, and he locks the door.

               Here comes bunnies muncha muncha muncha.

               Now they’re friends, muncha muncha muncha.”

When sing, we can add actions, like holding hands as a part of being friends, or move fingers as part of munching. The part of Mr.McGreely works on his tricks outside the garden, we can add actions; for example, rolling arms, making a box tall and wide, locking the door gesture, and hopping when the bunnies come.

Extension:

1.Give children paper marked off in quarters. And ask, “If you want to make your own garden, what do you want to plant?” Then children get the idea and start to draw pictures of their garden. When they are done drawing, put all the pictures aside each other on the wall, and here we make the centre’s big garden.

2.Experimental activity. Bring any kind of seeds from home, apple seeds, avocado pits, beans, etc and see if they grow! In water or in a dirt and see how sprouts come out.

 

3. Plant real vegetables. The easiest plants you can grow are any kind of sprouts. All you need is sponge and milk carton.  Cut the milk carton 10cm tall. And place the sponge at the bottom. Then add water and put the seeds on the sponge.  Also radish is easy one. You can grow them in 2 weeks. You can do that outside or inside. Every morning, children can check if the bunnies came during the night. They should be excited to come to the centre just to see that. 

Predictable Pattern

Martine, B.(1991). Polar bear, polar bear, what do you hear?: N.Y.:Henry Hold and Company

ISBN: 12-978-0-8050-1759-5

Content of the Story:

There are ten animals making sounds.  Ask each animal, for example “Polar bear, polar bear, what do you hear?” and the animal answers, “ I hear lion roaring in my ear.” You can predict the pattern quite easily with this story. 

The reason for three to five year olds:

It is very easy to understand and there are a lot of animals introduced in this picture book.  There are some animals that children are familiar with; however, there are some that they wouldn’t know the name; for instance, they use “Boa constrictor” instead of “Snake”. Or use unique birds, like Peacock or flamingo. That will evoke children’s interests so that there are many animals that they don’t see in the other picture books.

Illustration comments:

This illustration is done by Eric Carle.  He is a world famous picture book author and illustrator.  He uses thin coloured paper and put the pieces together to create a picture, which technic is collage. 

 

Provocation:

Put instruments everywhere in the centre.  Children notice them eventually and start to play.  Before the circle time, gather the instruments: for instance, castanets, recorders, drums, shakers, (some of the instruments are made in our class). While children are touching them, or play them, I ask them what they hear.

Presentation:

1. Read it simply as the story goes, and enjoy the picture, the sound that animals make and even imitate them while read the story.

2. Make two parts and read with children. For example, a teacher says, “Polar bear, polar bear what do you hear?” and put him/her hand near the ear.  Then the children’s turn comes and they say, “I hear lion…….” After that, children can do that with their peers.

3. Make flip cards of the animal pictures and read the story together. While I flip the card, I can tell the story, and as soon as children see the next picture, they can finish the lines, using the animal sounds etc. We can do it slow, faster, or using low voices or high pitch voices.

Extension:

1. Play instrument or make sounds in the circle. Use any of the tools or instruments, even own body parts and make sounds; for example, it can be clapping, witling or stamping if there are not enough instrument, or mix body and instruments.  In the circle, one child makes a sound, and we ask the next person, “Tomas, Tomas, hear?” And answer, “I hear Emma stamping her feet.” They can go around the circle and do the same.

2. Make a book. Give children colouring tasks. Here is a site you can get black and white colouring pictures: http://www.dltk-teach.com/books/brownbear/sequel.htm. When they have coloured all the animals, use a hole punch and make two holes.  Give children two rings and they can make a flipping book in the order they like.

3. “Who am I?” game using the sound of animals in the book during the circle time.  One child ask, “Who am I?” and make a sound of animal, for example, “Roooooaaarr”. Then everyone or the person who knows the answer says, “I/we hear roaring in my ear, so s/he is a lion.”  We can all sing and do this game, too.

Predictable Pattern

Hutchins, P.(2000). Ten red apples: N.Y.: Greenwillow Books.

INBS:0-688-16797-7

Content of the Story:

A farmer is happy because his apple tree finally grows full of red apples. There are ten of them, but every time an animal visits him, they take one away.  He keeps asking them to save some for him, but one after another, animals come and take his apples away.  Finally, when his wife needs some apples for a pie, there are no more apples left.  However, the story ends happily because the farmer finds another apple tree full of red apples!

The reason for three to five year olds:

There are fun onomatopoeia words with each animal.  This is the great way to learn how each animal makes a sound.  And also it is a fun way to find the next solution.

Illustration comment:

This is a comic type of illustration.  Each character looks like a toy, and gives the feeling of unrealistic, playful fantasy world.  For example, the horse has this patter on the body that real horses wouldn’t have.  The farmer also changes his facial expression from page to page, that evokes children’s wonder.

Provocation:

Put the large size of magnet board on the wall.  On the magnet board, draw a picture of the tree, but not apples.  Place apples on the back, and put them on the floor. Children can wonder why they are there, why the magnet is attached on the back, and start playing.  Eventually, they enjoy putting them on the tree, or taking them off as well.  By experiencing this, children can learn tree fruits can be taken off of the tree as they are harvested.  This can be a simulation of a great harvest experience.

Presentation:

1. Simply read the book and then add the rhythm of chants and read the book again.  By reading the book with the rhythm of chants, children become more familiar with the content and determine the predictable pattern of the book.  I would stop on a page half way through, and wonder what will happen next to see if children are getting the idea of predictable pattern. Then stop again towards the end of the book when all the apples are gone, and wonder together what will happen because of the pattern they have learned it is not going to work any more.

2. Tell this story with a felt board because children actually can see apples disappearing from the tree when each animal comes and takes one.  Also using the rhythm of the chant so that children can join the story-telling part while the teacher is showing what is going on.

3. Show and tell this story with a magnetic stage.  In this way, children are able to get the idea of what stage shows are like.  Use people instead of animals, and let children have the feeling of watching “a play” because as an extension, they can act out this book.  The challenge in making this story as a magnetic play is how you make apples disappear.  Instead of putting magnetic apples onto a metallic tree, make the tree out of paper or plastic so that the apples are held in place by another magnet behind the tree.  When the back magnet, the apple falls off the tree just as it does in the real situation.  Children can see and enjoy magical moment of the “falling part”.

Extension:

1. Before children arrive, teachers put uncoloured animals on the walls.  After reading the book, reflect with children on what kind of animals they saw in the book.  By finishing recalling the animals, children are eager to start colouring animal pictures.  Since they saw pictures on the wall, they will know where to get them.  While reading the book, you can mention how some of the animals’ colours are different from the real ones; for example, the horse on the book is pink and has a unique pattern on the body, children notice those kind of details and enjoy the open-ended art part of activity by remembering what they say on the book.  You can simply make black and white photocopies of the animals from the book, or you can find them on the Internet:

http://www.google.ca/images?client=safari&rls=en&q=coloring+animal&oe=UTF-8&redir_esc=&um=1&ie=UTF-8&source=univ&ei=8_OxTJzzI4qisQPutMyaDA&sa=X&oi=image_result_group&ct=title&resnum=1&ved=0CCoQsAQwAA&biw=1279&bih=636

2. Talk about how fun the colouring activity was. Reflect on what kind of animal they coloured.  Then wonder together how we can use the pictures by making a paper head-band. While l try the paper head-band on my head, children notice that they can put their coloured pictures on the band and make their own animal head-band.

3. Make a play of the story.  Now they have got their own head-band, they have learned the story with the rhythm of chant; they are ready to act out the story. You can use the magnetic apple tree on the wall from provocation.