OK, today with my Kindergarten class, I read the story "Dear Mrs. LaRue: Letters from Obedience School" written and illustrated by Mark Teague. Let me give a little background.... With the Scott Foresman series, we focus on a letter a week. This includes learning the sound, forming it correctly, producing words with the letter, etc. So, this week, I've been reading tons of books about dinosaurs, ducks, and dogs. (It's "D" week if you haven't already guessed.)There's just too many great books out there to just stick to the "story" of the week.
I read this book when I taught 3rd grade to teach point-of-view, but really thought my K students would enjoy the story.
Briefly, this is a story about a dog who writes letters (from his point-of-view) to his owner who sent him away to dog school. Ike, the "prisoner," is distraught over the fact he was sent away and practically begs his owner to take him back home. He always seems to have an excuse for the reasons he was sent away by Mrs. LaRue.
The story is written is letter form and is also written so it looks like newspaper clippings. This provides a different type of point-of-view. It also has a plethora of vocabulary which I called attention to with my students. Some "wonderful words" include: horror, mistreated, misconceptions, melodramatic, warden, limp, hardship, barren wasteland, stray, scarcely, misery. This provided a wonderful opportunity for me to mention those words and even if students couldn't figure out a meaning within the context clues, I gave some more examples. After some discussion, most students could give me some idea of what a word meant. I have to admit, I was impressed with their thinking.
I also thought the illustrations were fantastic. On each page, there was a colorful illustration of Ike mailing the particular letter, licking the envelope, or writing and/or typing the letter in present tense. On the same page, the action of what he was writing about (past tense) was in duller colors like black, grey, or dark blue. This really gave more meaning to the use of time-past and present. I took full advantage of quickly calling attention to the time difference during the read aloud.
For a "simple" read aloud, this book contained an abundance of mini-lessons. Though the story contained all of the abovc, I will be honest and admit, I didn't necessarily read the book to my students to teach them about vocabulary, past and present tense, and point-ofview. I did choose the story because I thought they would really enjoy it and be entertained by the antics of Ike. I did call attention to the illustrations; the illustrator's use of colors when drawing the pictures from the past and present. We did discuss the different vocabulary words because this story was too good not to.
Here are actual quotes from my students about the story:
"I liked it when Ike put the letters in the mailbox and acted like a human."
"I didn't like the part when he put the cats outside when it was cold. That was not a nice thing to do. Friends don't do that."
"I liked the part when he saved his owner. That was nice to do."
One student even said how he liked how it looks like there's newspaper in the story.
I read this book when I taught 3rd grade to teach point-of-view, but really thought my K students would enjoy the story.
Briefly, this is a story about a dog who writes letters (from his point-of-view) to his owner who sent him away to dog school. Ike, the "prisoner," is distraught over the fact he was sent away and practically begs his owner to take him back home. He always seems to have an excuse for the reasons he was sent away by Mrs. LaRue.
The story is written is letter form and is also written so it looks like newspaper clippings. This provides a different type of point-of-view. It also has a plethora of vocabulary which I called attention to with my students. Some "wonderful words" include: horror, mistreated, misconceptions, melodramatic, warden, limp, hardship, barren wasteland, stray, scarcely, misery. This provided a wonderful opportunity for me to mention those words and even if students couldn't figure out a meaning within the context clues, I gave some more examples. After some discussion, most students could give me some idea of what a word meant. I have to admit, I was impressed with their thinking.
I also thought the illustrations were fantastic. On each page, there was a colorful illustration of Ike mailing the particular letter, licking the envelope, or writing and/or typing the letter in present tense. On the same page, the action of what he was writing about (past tense) was in duller colors like black, grey, or dark blue. This really gave more meaning to the use of time-past and present. I took full advantage of quickly calling attention to the time difference during the read aloud.
For a "simple" read aloud, this book contained an abundance of mini-lessons. Though the story contained all of the abovc, I will be honest and admit, I didn't necessarily read the book to my students to teach them about vocabulary, past and present tense, and point-ofview. I did choose the story because I thought they would really enjoy it and be entertained by the antics of Ike. I did call attention to the illustrations; the illustrator's use of colors when drawing the pictures from the past and present. We did discuss the different vocabulary words because this story was too good not to.
Here are actual quotes from my students about the story:
"I liked it when Ike put the letters in the mailbox and acted like a human."
"I didn't like the part when he put the cats outside when it was cold. That was not a nice thing to do. Friends don't do that."
"I liked the part when he saved his owner. That was nice to do."
One student even said how he liked how it looks like there's newspaper in the story.
4 comments:
I am continuously amazed by how picturebooks can be used on so many different levels. This book seemed like it was perfect for your younger ones, but you pointed out so many ways to use this with older students as well. I love hearing all of the ideas experienced teachers have about using books in so many different ways in their classrooms.
I love books that give dogs human characteristics. I love my dog and can picture her doing the things you described in your post. I often talk to my dog and my husband thinks that I need "help" because he feels I truly believe she can understand me. I tell him I know she can't - but we all know that dogs really do understand us - right?? :) At least, MY dog can!
I'm going to add this book to my "must read" list. Thanks for sharing!
Wow, I am surprised at the level of vocabulary you mentioned! If my 8th grade students used the words
"mistreated, misconceptions, melodramatic, warden, limp, hardship, barren wasteland," etc., I would fall over in glorious shock! This would be a great story to use to help students develop "voice" the ever-missing ingrediant in middle school writing. Thanks for sharing this; it's just in time for the Writing SOLs next month!
This book reminds me of another book about a dog with special abilities. I can't remember its name though. Maybe someone can help me out! The dog eats special food that makes it so he can talk. His family doesn't like it because he always talks, but he saves the day when someone tries to burglarize the house and he can call the police. It seems that the dog from "Dear Mrs. LaRue" also failed as the perfect pet, but his special abilities make for an amusing story.
I was glad to read that you chose the book for enjoyment! While we have many important skills and strategies to teach, I think we can't forget that sometimes we just need to enjoy a book-- even in the classroom. As teachers, I think we sometimes get so bogged down in how a book can help us teach something that it takes away from the wonderful story. Obviously, we have to teach, but I like to think that our kids get to enjoy stories "just because" as well.
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