Head back to school with this fun book that can serve as a lead-in to students talking and writing about their own vacations, and/or as a precursor to talking about Tall Tales, exaggeration, make-believe, truth vs made-up, imagination.
☀ There are 18 vocabulary cards. Use them for card games for vocabulary practice or students can paste these into a vocabulary notebook and write in the definitions. You can use the vocabulary meaning activity page.
☀ There is also a page to match pictures to their definitions.
☀ There are 16 rhyming words - 8 pairs from the story.
☀ There is a page for counting syllables in some of the vocabulary words.
☀ There is a working with words page for changing sounds in words to make new words.
☀ There are pictures for students to sequence, with or without verbally re-telling the story. There are 3 different sequencing length/complexity activities to choose from using pictures (3, 4 and a complex episode 12), and 1 using sentence strips, as well as templates for others.
☀ There are character and setting maps.
Have students find the words in the book that define or describe the characters and settings. Put those into a character or setting map, using the Describing Map page.
☀There are a couple of different organizers you can use to have students identify the story elements.
• The first is the often-used Somebody-Wanted-But-So framework.
• There is also an 8-part story element template (2 pages) for students to fill in character, setting, problem, plan, actions, feelings, and solution.
• There is a story die to use to play a re-telling game.
☀ There is a compare/contrast activity to compare travel by train and horse.
☀ There is a ‘locate me on the map’ activity. The plains cover a large area of the U.S. Do you live within that area? To the south? The east?
☀ There is a writing activity, with a place for students to draw something that happened on their vacation, or that they wish happened, after which they can write a brief sentence or paragraph (or more, if they are able).
☀There are visual cues to help those students who need them to remember which elements their narrative should contain.
☀ There is also a writing and drawing sequencing activity for the story, and one for telling about “My Summer Vacation.”
☀ There is a generic reading vocabulary board using core words.
This resource contains picture communication icons and visual cues for students who need them.
This can be used for differentiating instruction in a general ed class with inclusion students, or in special ed classes, resource rooms, speech-language therapy.
Reading Literature 1.1: Ask and answer questions about key details in a text
► Reading Literature 1.2: Retell stories including key details, and demonstrate understanding of the central message
► Reading Literature 1.3: Describe characters, settings, major events in a story with key details.
► Reading Literature 1.4: Identify words and phrases in stories and poems that relay feelings or senses
► Reading Literature 1.6: Identify who is telling the story (at different points in the story if it changes)
► Reading Literature 1.7: Use illustrations and story details to describe characters, settings, events
Take a look at my other adaptations of elementary trade books:
for the Tiny Seed
and for Strega NonaRelated Products
• Language Activities for How to Make an Apple Pie and See the World
• Language Fun with the book There Was an Odd Princess Who Swallowed a Pea
• Language Skill Building with Hibernation Station for Speech Language Therapy
• Owl Moon Language Activities Adapted for Speech Language or Special Ed
• Life in Colonial Times adapted informational text for differentiation
• Pragmatics and Inferencing with Pancakes for Breakfast for Speech Language
• The Rough Faced Girl language skills resources speech therapy or differentiation
• Strega Nona Materials for Language Skills Practice
• Thunder Cake Language Activities Speech Language