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.
Take a look at my other adaptations of elementary trade books:
for the Tiny Seed
and for Strega Nona
and for Barney Bipple's Magic Dandelions
There are also resources for Aunt Isabel Tells a Good One, Gregory the Terrible Easter, and others.