Junie B

Vocabulary Suggestions: Make a table of squares. In each square have the students find words from the story to answer the questions. Students who are reading can complete the squares independently or with a partner. For students who are emergent readers, target specific skills from the chapter and write the sentences and/or words on chart paper. For example, if you are talking about antonyms (opposites), write a sentence from the chapter. Ask the students, "look at the word ____ in the sentence. Who can tell me the word that would be the opposite of ___?"

Use sentences from the story in the same way to teach other concepts such as: quotation marks, punctuation, capitalization for special names and at the beginning of sentences, targeted phonic sounds, word skills such as compound words, contractions, and word endings.

* ARRANGE THE WORDS - Copy target sentences from the story on sentence strips. Use a different envelope for each sentence. Using scissors, cut apart the words in the sentences. Put the words in the envelope. Students take out the words and arrange the words to form the sentence. This can be done as a whole group or as a center activity

READ AND DO: Follow the squares. I use this activity for all of my reading texts. There are several benefits. First, it encourages students to return to the text and think about the words. Many readers believe that reading a text once is sufficient.. it is the "I'm done now" mentality. This technique is one way of providing opportunities to reread, discuss, and think about text, words, and develop reading strategies.

Find a word that is the opposite of never.

What words have the ED ending that sound like "t"

Find the compound words.

What words have the ou sound like shouldn't?

What words in the story show that something belongs to someone?

What words are contractions?

Find the words that have three syllables

Find words that rhyme with:

bed _____________

deal _____________

hide _____________

Find the word that shows how Mother felt when Junie B. was yelling about where the bus was going.

Draw what this expression or feeling looks like on a face.

*The tables can be for an entire chapter or designated pages. If you want to read one chapter over several days, then divide the word study tables by specific page numbers.

* This activity can also be used at a center. Copy the activities on index cards (I type the questions or what they need to find on the computer on labels. The labels are then placed on index cards. I color code my cards for specific tasks (comprehension, word study, or story elements).

Some guided reading questions for comprehension should range from a factual level to an analytical level.

7. What does Junie B.'s mother call her when she is in trouble? What does your mother call you when you are in trouble?

10. Draw a picture of the kindergarten classroom where Junie B will go to kindergarten.

11. How did you feel about your first day of school? Did you feel scared like Junie B? Why?

* Use sentence strips and pocket charts. Write the events on the sentence strips. Mix the order in the pocket chart. Use as an independent or whole group activity to arrange the events in order.

* Write different events from the story on construction paper (I use the computer to type the sentences). Use yarn. Cut the yarn big enough to go over a student's head. Punch two holes, one on each top side of the construction paper, and tie the yarn. Have students stand in the front of the group. Read the sentences. Students move around to put the events in order.

* Have students dictate events from the beginning, middle and end of the story. Divide a piece of butcher paper into three sections. Write what students dictate. Edit, revise as a group. Extend this lesson to oral summarization and writing about the story.

* Sequence necklaces: Divide a large piece of white construction paper into three parts by folding the paper. Students write "beginning", "middle", and "end" at the top of each square. They draw a picture and/or write about each section of the story. Punch a hole through the top of all three sections. Put yarn through the hole. Students wear the sequence necklace to retell the story to parents or other students.

* Junie B.'s Hat - Draw a picture of Junie B's favorite hat. Write a sentence about this hat.

* My favorite hat is ________________. It is __________________ I like this hat because _____________________________________.

* Fold a paper in half. On one side draw/write how Junie B felt about going on the bus and her first day of school. On the other side, draw/write about how you felt on the first day.

* What was the funniest part of the chapter? Draw a picture and write about what happened.

* Do you like to get new shoes? What are your favorite shoes? (this can also be a graph "The Favorite Shoes in Room ___"). Then, make a CLASS BOOK about the shoes.

Bring in some shoe polish and a pair of shoes to shine. Compare how Junie B. made her shoes shine and polishing shoes. List - with students what materials you used; the steps, and what they observed on butcher paper. Save the list for a "read the room" activity.

These are just a few of the activities that I incorporate in reading about Junie B. Jones. I will add pictures of our class book and other activities soon.