I gather the children to our rug for daily literature time. I ask, How many of you like to draw? What kinds of things do you like to draw? What do you do with your drawings when they are finished?
Today I am going to read a story about a little boy named Harold. Harold loves to draw with one particular tool and his drawings take him places. What do you think that tool might be? What is it that I say about the things in your crayon boxes? Do you remember? Crayons are tools, not toys because they help you get your work done.
Listen to the title of this book, Harold and the Purple Crayon. Can you guess what Harold's tool is now? That's right--a purple crayon!
I read the story to the children and we watch for details that indicate what might happen next.
To develop fluent readers, we must teach our students to make mental images. Students need to visualize events, characters, and other parts of a story while reading. When students are able to use this strategy, their ability to comprehend and enjoy the text will greatly increase. I have them illustrate what they have visualized after I read the text. Once students are done, we gather and share our work.
While I read the story, I ask the children some questions that help them to predict what is going to happen next.
Harold is over his head. What do you think Harold should do to save himself?
How did Harold make the ocean with his crayon?
As Harold draws the moose and the porcupine, ask: Why do you think Harold shared the pies with the moose and porcupine? Do you think this was a nice thing to do? Why? How do you feel when you share something with someone?
As Harold falls through the air, say to the children: Look, Harold is falling! What could he do now to save himself?
How do you think this story will end?
Once the story is complete, I have the children share some questions with one another:
Boys and girls I want you to share your thoughts with a friend. What part of the story did you like best? What part did you think was the scariest? Why? Which of Harold's drawings did you like the best?
What did Harold do when he had a problem? Like when he was sinking in the ocean or there was a dragon. Tell you friend what you think.
I will choose three children to share their thoughts with the class.
Often times, I will read a story a second time to allow for more discussion of the book, text and illustrations. Other times it is fun to listen to someone else read the story. This could be a guest, a paraprofessional, or from a video clip. I have added a link to a clip that I have used.
For the assessment piece, the students are going to take the information that they have gathered through our discussions about Harold, and write their own book. They will start "in" Harold's room create some events similar the story, and then provide a reaction to what happened through their own stories and illustrations.
Now you are going to have an opportunity to go on your own purple crayon adventure. All you will need is a purple crayon and the blank books that I have made for you. Start your book where Harold left off--back in his room, but now you are going to take his place. Think about where you would like to go and what things might happen to you as you travel through the pages. You will need to add details so that someone who is reading your book can imagine your story. Think about some of the details from Harold and the Purple Crayon. What kind of tree was the dragon hiding behind? What kind of boat did Harold sail upon? These kinds of things will be important to your story.
When you are finished, please share with me your ideas. If you would like to add words, please do this because it will help the reader understand you better.
I will be looking for children to best meet our objective: I can create my own adventures with my purple crayon.