Why I Picked It Up:
At first, it was the beautiful water colors and the father and daughter on the front. When I read the title and the author, it sounded familiar. After a quick search I was reminded of who Bernard Waber is: the author of the Lyle the Crocodile books and Ira Sleeps Over.
Why I Finished It:
As a parent, this story, about a small girl and her father walking, made me smile from the beginning to the end. The whole time she is asking her father to ask her questions (for example, “Ask me what my favorite color is!”), a conversation that is all too familiar to any parent. The patience and love in the conversation resonates. I reread the story with my teachers lens and found this will be a great mentor text for writing. She discusses all the things she likes. These are simple things, frogs, ice-cream, balloons, etc. and she is noticing her world around her.
Who I Would Give It To:
This book is great for the primary grades. I believe this book will “speak” to PK – 2nd grade students. Teachers will be able to use this book for both reading and writing, making it a great book for Balanced Literacy!
Integration Ideas:
Reading Strategies – Asking Questions
It is so important for students to ask questions while they read. When students are asking questions, they are monitoring their comprehension and clarifying for understanding. By asking questions, students are actively engaged in the book they are reading. Many times it is best to start by asking questions outside of reading. In other words, take away one task (reading) and have students focus on the skill (asking questions).
In this story, the little girl is asking questions the whole time. Discuss with students how she is asking questions about every day things around her. She is “stopping to smell the roses,” so to speak. Take the students on walk around the school (outside would be perfect) and have them ask questions. Ask questions about things they see, things they smell, things they wonder about. When you come back to the classroom have students share some strong questions that were asked. Explain that asking questions means you are aware of your surroundings and you are always thinking. When we read stories, we want to be aware of the surroundings in the book and the events that are happening, so we must be asking questions all the time.
Writing – Generating Topics
When beginning Writers’ Workshop and throughout the writing year, students must generate ideas to write about. It 
is important that students are writing about topics that are important to them, but it isn’t always easy to generate such a list. Use mentor texts and strategies to have students think about things they want to write about. This story could be used as a mentor text for generating ideas. In this story, the little girl is expressing all the things she likes. Strong writing comes from things you are passionate about. By having students list things they like, they will be generating a list of possible writing topics. In the story, the little girl likes dogs, frogs hopping, flowers, ice cream, etc. I love the fact that these are all basic things that all students have some experience with and can relate to. In the reading idea above, students took a walk and asked questions, noticed things. Have students do this but saying things they like, similar to the little girl in the story. Then have them write these “likes” in their writers’ notebook. Since students were walking around their school and on the playground, the likes that they will write will be easy stories for them to tell. The stories will be about things that actually happened to them. Make sure to model writing your list before you ask them to write!
Be sure to check out the Author’s Website!
What is your favorite mentor text for generating ideas?
Leave a Reply