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Number of Words: 87
L E S S O N 3 T E A C H E R ’ S G U I D E
Curious George’s Day at School
Fountas-Pinnell Level CFantasySelection SummaryCurious George visits a school. He reads a book and does a puzzle. Curious George has fun at school!
Curious George’s Day at SchoolBuild BackgroundRead the title to the children and talk with them about what Curious George is doing in the cover illustration. Ask them what they think they will learn about school from this book. Encourage children to use their knowledge of school to think about the book. Ask questions such the following: What do you like to do at school? Why?
Introduce the TextGuide children through the text, noting important ideas, and helping with unfamiliar language and vocabulary. Explain important text features, such as the repetition of the phrase He is ______ that tells readers what Curious George is doing at school. Here are some suggestions:
Page 2: Explain that in this book, a monkey named Curious George learns what it is like to go to school. Because this is a fantasy, Curious George can do things that children can do, like walk to school carrying a lunch box.Suggested language: Turn to page 2. You can use information in the picture to help you read. Look at George. How can you tell what he is doing? Yes, you can see a school in the picture. The book says: He is walking to school with his friend. Say the word friend. What letter would you expect to see fi rst in the word friend? Find the word friend and put your fi nger under it.
Page 3: Turn to page 3. What is George doing? The book says: He is standing on a chair and waving to the children. Why do you think he is standing on a chair? Say the word he. What letter would you expect to see fi rst in the word he? Find the word he and put your fi nger under it.
Pages 4–5: Look at the pictures on these pages. Does George look like he is having fun at school? How can you tell?
Page 10: Turn to page 10. What is George doing here? Why is he so good at playing with the funny puppets? Say the word funny. What letter would you expect to see fi rst in the word funny? Find the word funny and put your fi nger under it.
Now go back to the beginning and read to fi nd out what George does at school.
ReadAs children read, observe them carefully. Guide them as needed, using language that supports their problem-solving ability.
Respond to the TextPersonal ResponseInvite children to share their personal responses to the story. Begin by asking what they liked best about the book, or what they found most interesting.Suggested language: How do you think Curious George feels about school? Why do you think that?
Ways of ThinkingAs you discuss the text, make sure children understand these teaching points:
Thinking Within the Text Thinking Beyond the Text Thinking About the Text
• Curious George visits a school.
• George looks at books, carries books on his head, mixes paints and paints a picture, looks at a puzzle, and plays with a toy and some puppets.
• School can be fun and educational.
• School is an environment full of educational activities.
• The sentence patterns make the story predictable and easy to read.
• The setting is a familiar one to most children.
• The author has created an anthropomorphic animal that children can relate to.
Choices for SupportConcepts of PrintPractice early reading behaviors such as understanding the concept of a sentence as a group of words with ending punctuation.
Phonemic Awareness and Word WorkProvide practice as needed with words and sounds, using one of the following activities:• Listening Game Say each of the following words one at a time: look, apple, paint,
puzzle, ride, toy, fun. Have children repeat each word, and then say the beginning sound.
• How Many Words? Read a sentence from the book, without showing the text: Look at George. Have children say the sentence with you slowly and hold up one fi nger for each word they hear. Ask: How many words are in the sentence? Continue with other sentences.
Writing About ReadingCritical ThinkingRead the directions for children on BLM 3.7 and guide them in answering the questions.
RespondingRead aloud the questions at the back of the book and help children complete the activities.
Target Comprehension SkillSequence of Events
Target Comprehension Skill Tell children that the sequence of events is the order
in which things happen in a story. Model how to think about the order in which things happen in a story.
Think Aloud
George does many things on his day at school. First, he is walking to school and waving to the children. Next, he is looking at a book and carrying books on his head. Then, he is mixing paint and painting a picture. After that, he is looking at a puzzle and playing with a toy. At last, he is playing with funny puppets.
Practice the SkillHave children choose another story and tell what happens in the story in the order in which it happens.
Writing PromptRead aloud the following prompt. Have children draw and write their response, using the writing prompt on page 6.
What did George do at school that you like to do at your school? Draw a picture showing one thing both you and George like to do.
Write a sentence about one thing you and George both like to do at school.
English Language LearnersFront-Load Vocabulary Make sure children know the meaning of the following words: school, friend, chair, children, book, apple, paint, puzzle, toy, funny puppets.
Oral Language DevelopmentCheck the children’s comprehension, using a dialogue that best matches their English profi ciency level. Speaker 1 is the teacher, Speaker 2 is the child.
Beginning/ Early Intermediate Intermediate Early Advanced/ Advanced
Speaker 1: Point to Curious George.
Speaker 2: [Points to Curious George.]
Speaker 1: Point to the school.
Speaker 2: [Points to the school.]
Speaker 1: Point to the children.
Speaker 2: [Points to the children.]
Speaker 1: Who is this story about?
Speaker 2: Curious George
Speaker 1: What is Curious George doing in the story?
Curious George’s Day at SchoolWhat did George do at school that you like to do at your school? Draw a picture showing one thing both you and George like to do.
Write a sentence about one thing you and George both like to do at school.
