Speech & Language Book Companion: The Great Paper Caper
Explore the wonderful world that Oliver Jeffers has illustrated and written while strengthening language skills.
--Picture sort: Students sort pictures between the following categories: animals in a forest/ something that flies; things that are white/things that are brown; things that are tiny/things that are large; things that grow/things with seeds. Use the sorting mats to sort between two or four categories. Can make a book or poster using any or all of the categories and items
--Category Cards: Present these cards in a variety of ways (in a recipe box, scavenger hunt, magnetic spinner on the board, Go Fish, in teams, etc.). Students can generate answers orally or written.
--Generate lists: Students use category cards to generate a list of items in each of the stated categories. Written template provided.
--Using descriptive language and a visual template, students learn how to make comparisons.
--Describing items: airplane/paper airplane; forest/ocean; police officer/judge students will describe items using shared characteristics. Student directions are written as first, next, last. Written template provided.
--Venn diagram: Using the descriptive template, they will then compare and contrast the two items using a Venn diagram
--Using memory strategies of repeated structure, visual cues, and key words, students are exposed to 6 story-based vocabulary words from The Great Paper Caper by Oliver Jeffers. (templates for alibi, mysterious, competition, investigate, culprit, confess plus a blank template)
--Students will engage with the vocabulary in a variety of ways to complete the template: Format includes: word & picture; share example; connect to self; synonyms/antonyms; find it in context; put it all together to define
--This information is also prefilled onto a page of cards to use in pre-teaching or for visual examples
--Connect to self written response: Students read a sentence from the story then answer the writing prompt to connect the vocabulary and concepts to self.
--Students will describe bear, paper airplane, tree, and paper using the framework of category, what you do with it, what it looks like, what it is made of, parts, where you use it/find it, and other useful information. Template provides space to jot down thoughts or draw pictures, and then a lined area to put it all together into a sentence or definition.
--First/Next/Then/Last template for students to describe how to make a paper airplane. They can follow your example and re-tell using the structured template, or they can describe the four steps (while teaching you!). We used this sheet to make our paper airplane (this gave us a great opportunity to connect with a message in the story about re-using and not wasting resources.
--Question board with visual answer choice cues:
One page of 5 questions (one of each WH- question). For students who need the extra support., the question board has visual cues for the type of WH question being asked as well as picture choices for answers. (I cover up the picture/word answer choices with a sticky note and only reveal if students need that layer of support) You can also cut and glue them in the book if you would like to have them on hand to ask as you read.
--Written response form: Students write their answers to each of the 5 questions. (These are the same 5 questions as the question board).
--WH? Spinner: Attach a brad and paperclip to the center of this and use as an interactive game to answer the comprehension questions. You can also use on board with a magnetic spinner. Students can also practice generating WH questions to ask.
--Story Thoughts: Text Dependent Questions to challenge higher level thinking and application of literacy and language skills. (two pages, 8 questions, drawing and written response)
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Copyright © 2018 Emily Richardson, M.S., CCC-SLP; thespeechpathforkids.com. All rights reserved by author. Permission to copy limited to single classroom use only.