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Using Books to Support Social Emotional Development

More Book Nooks

Creation of these materials is supported by the Child Care Consultation grant through the Tennessee Department of Mental Health and Substance Abuse Services. (2014)

ContentThe Energy Bus for Kids: A Story about Staying Positive and Overcoming Challenges................................................................................................................3

Please Play Safe! Penguins Guide to Playground Safety..........................................6

Little T Learns To Share............................................................................................8

Tell Me Something Happy Before I Go to Sleep.....................................................10

The Way I Feel........................................................................................................12

Alexander and the Terrible, Horrible, No Good, Very Bad Day..............................14

There’s a Dragon Downstairs.................................................................................16

David Gets in Trouble.............................................................................................18

Not Fair, Won’t Share.............................................................................................20

Sorry, I Forgot to Ask..............................................................................................23

I’m Bored................................................................................................................25

Keisha Ann Can......................................................................................................27

I Like Myself...........................................................................................................30

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The Energy Bus for Kids: A Story about Staying Positive and Overcoming Challenges

Author: Jon Gordon Illustrator: Korey ScottGrade level: Pre-K – 1

A little boy named George is having a really bad morning. He woke up tired because he stayed up too long watching television and playing video games. George was too tired and grumpy to eat his breakfast and he was running late for the bus. George went out to the bus stop but he was too late and as he watched the #11 bus drive away. George got lucky because the bus

driver looked in the mirror and saw him standing there. She stopped the bus and yelled out to George telling him to come and get on the bus. The driver was not George’s regular bus drive and so she introduced herself. Her name was Joy and she had a very big smile on her face. She told George that the school bus was now the Energy Bus. Joy gives all the children some helpful tips on how to be positive, happy and smile. George thought about everything that Joy told him as he rode the bus. He imagined happy things and that helped him through the day.

Activities/Questions for Discussion:

Before Reading:

Using the feeling faces have the children check-in and identify how they feel. This can be done at the beginning of the day or at story time. Talk about how different people can feel different at any time of the day.

Discuss how some feelings are comfortable while others are uncomfortable, but all feelings are okay.

Have children turn and share how they are feeling this morning and why they are feeling that way.

If children are uncomfortable sharing with each other about their feelings, use different feelings and let the children talk about a time when they felt that way or someone else could feel that way.

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After Reading:

Discuss how some feelings are comfortable while others are uncomfortable, but all feelings are okay. What were some of the uncomfortable feelings that George experiences before he gets on the bus? What are some comfortable feelings he experiences after he is on the bus?

What happens to you when you are tired and get up in the morning grumpy and sleepy? What do you do to get going?

George’s mother was getting frustrated, does he have to be grumpy towards his mom? What could he do instead?

George thought he missed his bus. How did it make him feel when he almost missed the bus? If the bus driver had not stopped, would George still be grumpy and tired? How else might he feel? What could he do?

What does positive mean? (help children define positive using some examples)

o You get to play with your favorite toy.o You yell at your mom for telling you to get up.o Your friend gets to sit by you at lunch.o You are singing a song and smiling.

How did George feel when Joy gave him advice on how to stay positive?

What are some things that you do to stay positive?

Follow-up Activities:

Create a positive chain on a paper strip have the children write something about themselves that is positive. Hang the chain within reach of the children. If you see a child doing something positive for a

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friend, point it out and have the child add another chain to the link. When the chain gets to a predetermined length, have a celebration.

Create positive journal sentence starters and have children write about the starters. Example: It is a rainy and gray day outside, it makes you feel tired and gloomy, what can you do to have a positive day?

Talk about how compliments can make people feel good about themselves and others. Develop a compliment tree or cans, for children to give compliments to each other.

Create a personal compliment sheet. Write the names of everyone in the classroom on separate pieces of paper and ask everyone to write a positive trait or compliment for the person whose name is written on the page. This activity will need to be done only after children understand the difference between a positive compliment and a negative statement. There is no need to mention who wrote the thoughts but do make sure that no one writes any negative thoughts or repeats someone else's ideas. The personal compliment paper can be laminated and then be given to everyone so that they can be encouraged by all the good words about them.

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Please Play Safe! Penguins Guide to Playground Safety

Author: Margery Cuyler Illustrator: Will HillenbrandGrade level: PreK – 1

Penguin goes with his friends to the playground. Penguin’s friends are playing on the playground but they are not playing safe. Penguin’s animal friends are running in to each other, walking up the slide, throwing balls at each other, using the monkey bars and seesaw the wrong way and throwing sand. Penguin tells them ways that they can play safe on the monkey bars, seesaw, slide and while using the jump rope and playing in sand box. In the end the

friends learn to play appropriately and pick up their toys before leaving the playground.


(This would be a good book for the beginning of the school year, to help think about rules that are needed on the playground and then create rules for the playground).

Before Reading:

Why do we do we need rules? (to be safe, so no one gets hurt, to play fair, to be respectful…)

Where are some places where we have to follow the rules? o What rules do you have at home? How do these rules keep us

safe?o What are our classroom rules? How do these rules keep us safe?

Buddy Share: What rules do adults have to follow? Why?

Before the story, create a list of rules with the children that the class can use on the playground. Save the list and then read the story.

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After Reading:

What rules did the animals learn to follow in the story?

Look at the rules created before the story was read, did we have the same rules to follow on the playground?

o Add rules and/or remove rules to have 4-5 rules for your class to follow on the playground.

o Have children create a rules poster for the playground.


After the rules are created, the book can be re-read as a reminder about how to play safe on the playground.

Create scripted story about playing safely on the playground.o Take pictures of the children playing safely on the playground.o Using the rules developed after the reading the story, have a

page for each rule. Use the repetitive language from the story to describe each picture.

o Children can draw the wrong things to do, that match the correct rules for safety to follow on the playground.

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Little T Learns To ShareAuthor: Terrell Owens, Courtney Parker Illustrator: Todd Harris Grade level: PreK-1st grade

Little T is excited because he gets a new football. He goes outside to play with the ball and his friends Sam and Tim spot him playing. They come up to him wanting to play but Little T hesitates. Little T starts thinking about his new the ball and didn’t want it to get messed up. He told his friends that he didn’t want to play with them and he took his ball home. Little T was being selfish and unfair towards his friends, but he didn’t care because he

wanted to his ball to all himself. When he got home, he started playing in the backyard but soon realized that it is not fun playing alone. Little T began to cry. He told his mother what had happened and she agreed that he was being unfair and that he should go apologize to Sam and Tim. Little T decided to go find Sam and Tim to apologize and also he hoped that they still wanted to play with him after how he acted. He found Sam and Tim and apologized to them for his actions and asked if they still wanted to play with him. They accepted his apology and told him that he is their best friend and they would play with him.


Before Reading:

Have children look at the cover of the book. What do you think this book is about?

What does it mean to share? When someone does not share with you, how does that make you feel? Why?

You and friend are playing together and he does not want to share a toy with you. Think about how you would solve the problem. What are some of the solutions you would try with your friend?

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After Reading:

How do you think Little T felt about his new football? (happy, excited etc)

Why did Little T not want to share his new football with his friends?

After Little T went home, how did he feel about not playing with his new friends and his new football?

How did Little T realize he was not being a good friend?

What did Little T do to solve the problem?

Do you have to share your toy every time someone asks to play with it? What are some other ideas to try when you or a friend do not want to share? (Use the solution kit to come-up with as many solutions as possible).


Give a problem scenario to a group of four students (you can use someone not sharing or another “problem” you have seen in your classroom). Remind them that there are many different ways to solve a problem. Have them think and make a list of many possible solutions when someone does not want to share or they do not want to share. Once they have their list, have the group select one solution and draw a solution kit card of that solution then act out it out for the class.

o You can give the same scenario to each groupo Once the activity is completed, use the class pictures for a

class made solution kit

As a class create a list of feelings about sharing, taking the perspective of both sides of sharing. Select two children, have them select one feeling from each perspective. Have them, draw, write or act out both

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Tell Me Something Happy Before I Go to SleepAuthor: Joyce Dunbar Illustrator: Debi GlioriGrade level: PreK – K

One night a rabbit named Willa was tired so she went to bed. She tossed and turned but could not seem to sleep. She called for her brother, Willoughby, to see if he was awake. Willa told her brother that she could not sleep because she was scared of having a bad dream. Willoughby told her to think of something happy that she could dream about. Willa could not think of anything and Willoughby decided to help

her. He let her know that her shoes and clothes were waiting on her to put them on and she replied, “That’s happy.” She asked what else, and he showed her the food in the pantry was waiting to be cooked in the morning so they could share it and she replied, “That’s happy.” This went on and on until Willa started getting tired again so she told Willoughby that she was tired and she got in the bed. The last thing she asked Willoughby if he was going to still be there in the morning and he replied, “Yes, I will still be here.” But before he got a chance to finish his sentence, Willa was sound asleep.

Questions/Activities for Discussion:

Before Reading:

Look at the cover of the book, what do you think this story is about?

It looks like the little rabbit is getting ready for bed, what are some things that you do before bedtime?

After Reading:

Define/talk about being scared. Ask the children when are they scared? How does being scared make you feel? Can you show me a happy face?

Define/talk about the difference between worried and scared. Why is Willa scared? What might make Willa worried about going to bed?

Define/talk about being happy. Ask the children when are they scared? How does being happy make you feel? Can you show me a happy face?

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Willa’s older brother, Willoughby, tried to make Willa forget she was scared, what did he try?

Willoughby said the morning was sad, why do you think the morning was sad?


Have the students use the lunch bags, crayons, yarn, and glue to make puppets on being scared and one being happy. Using the puppets, play a Happy or Scared game. Say a “happy” statement (We are having ice cream for lunch). Children can hold up the “happy” puppet. Say a “scary” statement (It is thundering and lightening outside). The children can hold up the “scary” puppet. Add to the list of happy and scared statements. This activity can be used to teach a variety of different feelings.

As you explore/teach different feelings with your children, for each feeling have children draw a picture, make a collage or write about that feeling on one page. Create a feelings book for each child, using a notebook so pages can be added over time. You can add a photograph of the child showing the feeling with their face.

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The Way I FeelAuthor/Illustrator Janan Cain Grade level: PreK - 1

In this book the illustrations show the children expressing different emotions and the text describes how and when the children feel these different emotions. The book covers basic emotions: happy, sad and angry, but also includes higher level emotions. These include: silly, frustrated, proud, disappointed, thankful, angry, shy, jealous and bored. Feelings come and go each day and no

one ever knows what they will be. Feelings are a part of you.


Before Reading:

Have the children look at the cover of the book, what do you think this book will be about? How do you think she feels? How can tell? Can you make a face like this girl?

Have children brainstorm as many feelings that they can name. (Write the list down). As you read the story, check off any feelings that are included in the book.

How can feelings change? For example, when I came to school today it was bright and sunny, how was I feeling? Now it is cloudy and has started to rain, how am I feeling now?

After Reading:

Look at the list of feelings we wrote down, which ones we in the book?

How can we tell how we are feeling? How can we tell how other people are feeling?

People express feelings different ways. When you are angry what do you do? When you are happy what do you do? (This can be done with

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any of the feelings in the book or others that the children brainstormed.

Sometimes things happen that make people feel different ways. For example: It is bright sunny day and I have to come to school. I am happy because it is a beautiful day. Someone else might be sad because they want to play outside and not be inside at school all day.


Create a Body Tracing. Have the students to lie down on a large sheet of construction paper. The student should lie down flat in any position they choose and have the teacher or a friend trace their bodies. Once they have traced their body, provide materials to clothe and decorate the figure. For the face children can select a feel and draw the features of the face for that feeling. Have a cut out word bubble for each child and have the children write when they feel the feeling they drew.

Make a mask feeling face. Ask the children to design a face with a specific feeling (you can use a feelings dice to have random feelings to create. Cut circles (ovals) from multi-cultural construction paper. Provide collage materials (yarn, felt, felt buttons, foam piece, construction paper, crayons, markers, etc.). Have a cut out word bubble for each child and have the children write when they feel the feeling they created.

Create a feeling chart that includes all of the emotions from the story. These can be pre-made feeling faces or classroom made with photographs of children making faces for each feeling. Have some cut outs of everyone’s name or clips with their names so that each day they can place their names next to the emotion that they are feeling. The children can place their name next to the feeling they feel when they arrive in the morning. Feelings can change. Allow the children to change move their name as their feelings change throughout the day.

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Alexander and the Terrible, Horrible, No Good, Very Bad DayAuthor: Judith Viorst Illustrator: Ray CruzGrade level: K - 3

Alexander knew that it was going to be a bad day when he woke up with gum in his hair. During breakfast he was the only one that did not get a special toy in his cereal box. Nothing seemed to be going the right way and Alexander wanted it to go so he felt that he should move to Australia. The teacher liked Paul’s picture, his mother forget to put a dessert in his lunch bag and

while at the dentist Alexander found out that he had a cavity. Alexander was getting hurt, teased by his brother’s and the shoe store did not have his size so he had to get a pair that he did not want. Hopefully the day would start looking better for Alexander, but it didn’t work out that way. When it was time for dinner, they had lima beans and Alexander hates lima beans and on the while watching television he seen kissing and it does not like that either. Things never got better for Alexander so his mom told him that some days are just like this, even in Australia. Alexander realizes no matter how bad one day is, the next day is a new start.


Before Reading:

Talk about the cover of the book. What do you think this book is about?

Have you ever had a really bad day? What happened to make it a bad day?

How did having a bad day make you feel? What made you feel better?

How can you tell if someone is having a bad day? Brainstorm a list of ways that you can help that person have a better day. (This can be a peer share activity.)

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After Reading:

What are some things that happen to Alexander in this story that cause him to have a bad day?

Do you think Alexander’s day will be better tomorrow? If so, why? If not why?


As a writing prompt, write a letter to Alexander: I had a bad when… or write some advice to Alexander on how he could turn his day around.

Create a feeling chart that includes all of the emotions from the story. These can be pre-made feeling faces or classroom made with photographs of children making faces for each feeling. Have some cut outs of everyone’s name or clips with their names so that each day they can place their names next to the emotion that they are feeling. The children can place their name next to the feeling they feel when they arrive in the morning. Feelings can change. Allow the children to change move their name as their feelings change throughout the day.

Have children act out the story using pictures or actual objects from the story for example a piece of gum, a white tennis shoe, paper to pretend the copy machine is shooting out paper etc.

Make a list of things that might cause a person to have a bad day. Have children select one of the things and draw a picture. Put the pictures together for the class and have a Terrible, Horrible, No Good, Very Bad Day book.

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There’s a Dragon DownstairsAuthor: Hilary McKay Illustrator: Amanda HarveyGrade level: Pre-K - K

Sophie is scared. She thinks that there is a dragon downstairs. She goes into her parent’s room because she is scared. Her mother takes her downstairs to show her that nothing was down there. She started thinking so of ways to catch the dragon. Sophie put on protective armor but that was too loud. She thought of putting the dragon’s fire breathing out. She got a supersonic water

squirt and firefighter helmet but she just splashed down the stairs and scared the dragon off. Since that did not work she thought of putting on a princess dress with her wand because dragons like princesses. That did not work because Sophie tripped over the dress and fell down the steps and scared the dragon off. Sophie finally decided to just be herself and quietly walk down the stairs. When she got down the steps, she tip toed into the living room and saw the dragon. She turned the light on and noticed that it was not a dragon, it was the cat. Being brave helped her overcome her fears and then realized that she did not have a reason to be scared at all.


Before Reading:

Look at the front cover of this story, what do you think this story about?

Look at the little girl at the top of the stairs. How do you think she feels? Why do you think she is feeling that way?

After Reading:

Have the children re-tell the story in their own words.

Discuss the definition of scared and what it feels like to be scared. Use Sophie as an example, how she was scared when she did not know

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what was making the noises downstairs. How else could Sophie feel when she heard the monster downstairs?

What do you do when…. you are scared? or you hear a scary noise at night?

What ways did Sophie try to catch the monster down stairs?

How would you try to catch the monster?


How did she feel after she realized the family cat was making the noise? Using various art supplies and paper plates cut eye holes and then create a scared or worried face on one side and a calm, happy or surprised face on the other. Using the following descriptions (or create your own), have children show how they would feel if…

o It is thundering and lightening outsideo Your mom gives you dessert at dinnero The wind is blowing really hard and the windows and doors are

shakingo The fire alarm goes off at schoolo At recess today your teacher lets you play with your friends

longer

Using various art supplies, have children create a “scary” monster. Using their monster as a sentence starter….write (or dictate) a story about the monster. Develop a classroom book about the “scary monsters”.

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David Gets in TroubleAuthor/Illustrator: David ShannonGrade level: PreK - K

David gets into trouble and the first thing he says, “No! It’s not my fault!” Everything that happens, David blames it on other things or people. Everything is “I didn’t mean to”, “I forgot”, “The dog ate my homework”, “No! It wasn’t me” or “I couldn’t help it” David does not take responsibility for his choices and sometimes gets in trouble.


Before Reading:

Look at the cover of the book. What do you think has happened? What are some things he might of done to get in trouble? (make a list to review after the story)

David is a little boy who is always getting into trouble.

o If you were getting in trouble would you apologize for what you did wrong, or say you did not mean to do it?

o Have you ever done something to get in trouble, and then act like you really didn't do it, and if yes, what did you do?

After Reading:

David got in trouble a lot in the story, what did he do that got him in trouble?

How does David feel about getting in trouble, during the story then at the end?

Why does David always get in trouble (go beyond-he is bad, or listing each thing he did throughout the story).

What could David do instead of claiming he did not do it or it is not my fault?

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Check out your list from before reading the story, are there things on the list that David did? Are there things on the list that were not on the list, if so what would David do to try and blame someone else for doing these things?


Discuss rules in your classroom or at home. Using puppets, have children act out the rules that are appropriate. The teacher then breaks a rule using a puppet.

o First have the puppet come up with excuses why he did not do it. o Using the problem solving steps, have the class come up with

solution (different response to the behavior instead of saying “it’s not my fault”) and then try them out.

Using one of the pages in the book as a sentence starter. Have children draw or write what would happen if David accepted responsibility (in the end, the class can have a book that is opposite of the actual book).

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Not Fair, Won’t ShareAuthor: Sue Graves Illustrator: Desideria GuicciardiniGrade level: PreK-2

Miss. Clover made a space station for the class to play in during center time. Her only rules were to share and take turns and only three people could play at the station at a time. She drew names and picked Henry, Nora and Dan were selected to go to the space station. Nora got to everything first and did not want to share. Dan and Henry got angry and Dan pushed Nora and Henry took the helmet from Nora. Miss. Clover made them leave the

space station. All of them went to separate centers so they could calm down. When they all felt better, they apologized to Miss Clover and then to each other. Miss. Clover allowed them to return to the space station but only if they would share. Dan, Henry and Nora went into the station and realized that when they share, they will have fun together.


Before Reading:

What is happening on the cover on this book? What does the title tell you about the story?

How do you feel when someone will not share a toy with you?

What does fair mean? Use an example with a number of toys or small item, have two children act out fair and not fair (give one child all the toys). Ask the other children is this fair? How can we make it fair?

If someone does not want to share a toy that you want to play with how can you solve the problem? Write the responses on chart. Encourage the children come up with as many ways to solve the problem of not sharing. (You can move beyond the appropriate and fair ways to share and those that might not be fair.) Read the story and then come back to your solution list.

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After Reading:

Miss. Clover a space station for the classroom, what were her rules for playing in the space station?

Why do you think these were her rules?

What happens when the children did not take turns or share the toys?

What could they do differently?


At the end of the book is a section where children can use the pictures to write their own story about being fair and sharing. Children can tell their story, write or draw their story.

Plan intentional activities that promote sharing and working together such as:

o Cooking/Preparing a snack. Children can help create the snack, eat, and clean up! You can set up the activity like a production line so each child has a special job to do. For example, making cupcakes can be a great way to getting the children to share.

o Plan a cooperative art activity. Provide each child with a piece of paper (card stock, construction paper, paper plates). Have children work together to create a space creature for the space station. Children have to plan together how they want to make their creature. Have numerous decorative craft materials such as feathers, pom poms, and yarn on several small plates for the children to share. To encourage children to pass items to each other, you can place the pom poms closer to one child and the yarn closer to the other. Glue, crayons, and markers can be placed in between the children. Providing only one of a particular material such as one glue bottle, or a limited amount of scissors also creates a situation where children need to wait to use the item.

o Solve a Puzzle: Perfect game for two or more, shuffle the puzzle pieces and distribute equally among the children. Let them solve it piece by piece.

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Go back to the solutions list that was created before reading the story. Using puppets have children try out the created solutions for as a teacher (with puppet) that does not want to share.

Note: Sue Graves has a series of books on Emotions and Behavior for children Pre-K -2nd

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Sorry, I Forgot to AskAuthor: Julia Cook Illustrator: Kelsey De WeerdGrade level: PreK-1st

RJ is making a lot of trips to the "time-out" chair! He and his best friend Sam decide to walk home from school instead of riding the bus. Then the both of them were caught trying to trying to get on Dad's computer. After their piano lesson, RJ and his sister Blanche snack on Mom's triple-layer double-chocolate cake with whipped cream frosting and spoil Grandma's birthday party surprise. These things happened because RJ did not ask

for permission. Dad helps RJ learn how to do a better job of asking for permission, and when RJ and Sam return to school their principal has them practice making an apology. RJ feels a lot happier when he says he's sorry to his teacher, the bus driver, and Grandma, and he learns that asking for permission will mean fewer trips to the time-out chair!

Questions/Activities for Discussion

Before Reading:

The title of this story is Sorry, I Forgot to Ask! What do you think the little boy forgot to ask about?

What does it mean to ask for permission? What do we have to ask permission to do in our classroom? What do we need to ask for permission to do outside?

After Reading:

Why did RJ and Sam decide to not ride the bus home from school? Who do you think they should have asked for permission to not ride the school bus? Do you think that person would allow them to walk home?

What were the other things RJ did that got him in trouble?

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If you ask permission to do something, will you always be allowed to do what you ask? Why do you think that sometimes you can do what you want to and an adult says no?

Who did RJ apologize to when he went to school the next day? Why did he need to apologize? What could he have done instead?


The old-fashioned game of “Mother May I?” might be the ideal way to have fun while practicing permission. Start the game with you as the “Mother” and the kids lined up in front of you -- about 20 or 30 feet away from you would be perfect. Tell your kids that you will give them specific instructions for moving across the area that separates you from them. By following your instructions and asking permission properly, they will eventually reach you. Begin the game by telling one child that he may take two giant steps toward you. Before proceeding, he must ask, “Mother May I?” You will answer, “You may” and he can then move. If he asks, "Can I take two giant steps?" You need to respond, "No, you may not." He must go back to the starting line. He then must ask, "Mother, May I take two giant steps?" You then answer: Yes, you may."

Kindness Tree! This is a special tree that is only used when someone does something kind or respectful to or for someone (gives a compliment, helps someone pick up the materials, or help with an activity). When you see a child being helpful for you, to another child or giving a compliment, the teacher can write what they did or the child can write or draw what they did. Initially the teacher gives out apples, and eventually the children can do it on their own.

Note: Julia Cook has a series of books on Emotions and Behavior for children Pre-K -2nd

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I’m BoredAuthor: Michael Ian Black Illustrator: Debbie Ridpath OhiGrade level: PreK-2

Just when a little girl thinks she couldn’t possibly be more bored, she stumbles upon a potato who turns the tables on her by declaring that children are boring. But this girl isn’t going to let a vegetable tell her what’s what, so she sets out to show the unimpressed potato all the amazing things kids can do. She uses her imagination to help her show the potato that being a kid is not boring.


Before Reading:

What does it mean to be bored?

When are you bored at school? At home?

After Reading:

Why was the little girl bored?

Why was there a talking potato in the story?

What did the little girl use to prove to the potato that kids aren’t boring?

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Make a Potato stamp. Cut a potato in half. Using a cookie cutter that is smaller than the potato. Using the cookie cutter, press it into the potato then carefully remove the pieces around the cutter. Dry potato with a paper towel. Pour paint on to a paper plate. Place potato with shape into paint then stamp on to paper. Using different shapes, after the paint dries children can write a story about helping a potato not be bored.

Acting Out! Have children reenact the story, the students can say the dialogue while performing the actions or simply perform the actions as you narrate the story. Costumes and props can be elaborate, simple, or nonexistent. (you can use a real potato or Mr. Potato head)

Make a classroom I am Bored Book….Have children draw a picture of themselves doing something so they won’t be bored. Have them write why they are not bored. Then have them do the same for when they are bored. Writing with a sentence starter will make it easier for younger children. I am bored when….. I am not bored when I can…

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Keisha Ann CanAuthor/Illustrator: Daniel KirkGrade level: PreK-K

Keisha Ann Can! provides a lesson on the importance of having good self-esteem and helping others. Keisha Ann proudly demonstrates how she can ride the school bus on her own, share her most favorite things with friends, and help her teacher at a moment's notice during her busy day at school. Keisha Ann shows persistence and good manners throughout the school day. The author encourages everyone can be like Keisha Ann at the end of the story.


Before Reading:

Looking at the cover of this story, where do you think this story takes place? How can you tell?

What are things we do at school? Which activities are difficult for you? Which activities are easy for you?

What do you think Keisha Ann can do at school?

After Reading:

Talk about the sequence of activities that make-up the school day for Keisha Ann. Step through them in order and write them on a chart paper. Are there any activities we do in our classroom? (check off all the similar activities that happen in the classroom?)

What activities in Keisha’s day that she has to work hard to be able to do? Why?

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Define persistence. Why is persistence important?

When the author first started to write this story, Keisha Ann was a mouse. How do you think that would change the story?


If this story is read at the beginning of the year, it is a good time to talk about Keisha Ann goes through her day, and that in your classroom, there is a schedule you follow. Create a classroom visual schedule (children can draw the pictures of each activity throughout the day or take pictures of the children participating in the activity). Later in the year, if your students are struggling with the classroom schedule this book assist as a review of a schedule.

When the author first started to write this story, Keisha Ann was a mouse. Have children write/draw the story from a mouse’s point of view. Have the children think about before writing: How can a mouse share? How can a mouse take turns? How can a mouse have good manners? How can a mouse help others?

Ask the children to think about things they are good at and chart their responses. From the responses, ask children to identify some talents they have that might help others in the classroom. Make a poster with illustrations detailing the children's ideas. For example, one child might know how to tie her shoes. Another child might be very good at writing, reading or drawing. When a child needs help with a task, enlist the help of the "expert" child in your classroom. This activity promotes unity and teamwork, as children learn from each other. Make sure every child in the classroom has equal opportunities to be a learner and a teacher.

I Can Statements. I can statements are something that the student can come up with and be able to look at every day when they are feeling like they cannot do it. Have the students brainstorm on some things that they can do. Have children trace and cut out a block I out of an full sheet of construction paper. Children can draw or write examples of several things that they can do. Place the representations on the I. These can be a shoe with a lace, ABC for when they know their

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alphabet, 123 when they can count etc. Have the children write or draw something they would like to learn to do (a goal). Use The Little Red Caboose to encourage persistence and how it pays off….I think I can, I think I can.

Have the students color a tree with limbs that have apples or oranges. Inside the apples or oranges the students can identify their unique quality. The tree represents growth and the fruit represents the reproduction of the growth.

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I Like MyselfAuthor: Karen Beaumont Illustrator: David CatrowGrade level: PreK

This story is about liking yourself and not caring about what others think or say. The little girl in the story tells us many reasons for liking herself. She likes everything about herself from her nose down to her feet, from looking a mess on the outside but still loving who she is on the inside and not allowing others to change the way she feels. She has self-esteem that is refreshing and encouraging to many.


Before Reading:

Have children look at the cover of the book and predict what the story will be about.

Ask: Why do you think the little girl likes herself? List their response to come back to after reading the story.

After Reading:

What were some things that the little girl named that she liked about herself? Did we predict these were things she liked about herself? On our list what was different?

When someone called her names or said something mean to her, how did she respond? Why is it difficult to respond when someone is making fun of you?

Books are written for a purpose, what do you think the author and the illustrator’s purpose was for writing this book?


Self-Portrait! Have students create a self-portrait that they can use in several ways. Provide drawing or construction paper, crayon, markers or paint along with any other of craft materials you think students will need to complete the self-portrait. Using the self-portrait, have children

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write a description of themselves without using their name. To scaffold this activity, use a sentence starter: I like me…. Place student self-portraits on the walls of your classroom and allow children guess who the self-portrait represents. The activity could also be a matching game, keep the self-portrait and the I like me because statements separate and have children match the portraits to the descriptions.

Teaching how to compliment others: Talk about what a compliment is, and how to give a compliment to others. How does it feel when someone gives you a compliment? How does it make you feel when you give a compliment to someone? Create a compliment box or a compliment tree for children to write/draw a compliment to another child. At the beginning children will compliment clothes, hair etc., encourage children to compliment how a child does something or acts. Teachers can model compliments and identify compliments that children make to each other.

Lead a discussion with students about what makes one person different than another, such as her name, the place she was born, and the language she speaks. Then discuss similarities, hair color, favorite color, food or story. Have children stand in a circle, call out a child’s first name, and have that child stand in the circle. If you have two children with the same first name, have them both stand in the circle. If only one child is in the circle, that child has something different from all the other children. If there are 2 children, then they have something in common. Using different descriptors (in between have children rejoin the circle), see how many children enter the circle pointing out similarities and differences. Have children take turns calling out descriptors.

Make an “All About Me” collage. Use magazines, scissors, and some glue. Help the students identify characteristics, strengths and activities they enjoy. Have the children find pictures or words that go with these characteristics. Children can share their collages with the class as visual/oral presentation.

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