0 Common Core Aligned Curriculum Guide FLORA Flamingo FLORA Penguin FLORA Peacocks BY MOLLY IDLE This curriculum guide highlights activities for Molly Idle s 2014 Caldecott Honor Book, Flora Flamingo, followup picture books, Flora Penguin Flora Peacocks. These innovative wordless books encourage readers to engage in storytelling process while interacting with book as y generate ir own responses verbally, artistically, kinestically. WORDLESS PICTURE BOOKS Wordless picture books are often viewed as stories for very young children. However, wordless books are for all readers because y invite child to create a verbal story from visual one expressed on pages of book. For example: Emergent reader: Wordless books provide an opportunity for emergent readers to read underst a book independently. Children generate a story based on visual images y see while gaining an understing how stories are structured. Early reader: Wordless books encourage children to read story fluently as y generate ir own verbal text. Early readers also pay attention to visual clues such as foreshadowing that support making story predictions that y might not notice if y are struggling to read text. Independent reader: Wordless books allow independent readers of all ages to tell or write story that is unfolding through illustrations. Children can add more detail about plot, characters, setting which assists in developing ir own storytelling skills. Wordless picture books are also excellent to share with English Language Learners in creating opportunities to enhance language learning vocabulary building. Because story is told entirely through illustrations, reading experience builds confidence, alleviates anxiety, broadens definition of reading, makes book accessible to all readers. Some of key reading skills that are promoted reinforced as children read wordless books include: Comprehension: Wordless books often promote more discussion than books with words because children are generating meaning from illustrations thus leading to improved comprehension. Sequencing: All stories have a beginning, middle, end. Wordless picture books enable children to provide a narrative of story while using phrases such as n..., when suddenly... or finally... to describe order in which events occur. Inferring: Readers are able to capture visual clues from a wordless picture book infer what is happening even though it was not explicitly shown in picture. Predicting: In wordless stories such as Flora Flamingo, it is natural to ask, What do you think will happen next? This is doubly true given that Molly Idle s books contain flaps where children can predict what might be revealed once flap is lifted. Building vocabulary: Wordless picture books prompt children to create ir own verbal text. Flora Flamingo might generate vocabulary focused on ballet terms while Flora Penguin will encourage children to use more descriptive language in discussing story. Flora Peacocks will support sequencing as children tell story behind visuals. Determining cause effect: All actions create consequences. As children read a wordless picture book y can identify character s action(s) effect(s) of those actions.
TACTILE-KINESTHETIC LEARNERS Molly Idle s Flora books are excellent for engaging tactile-kinestic learners in reading process. Tactile kinestic learners grasp information by doing, experiencing, touching, moving or being active in some manner. Some characteristics of tactile-kinestic learners include: Learns through emotions, touch, movement, space Enjoys feeling, discovery action Engages in acting out a situation relevant to topic Participates in hs-on activities Remembers what y DO by being physically involved in learning activities Strategies for sharing Molly Idle s books with tactile-kinestic learners: Try a whole-to-part approach when sharing books. Children first scan illustrations without lifting flaps. This will engage children when process is slowed y move slowly through book as y tell story, adding in illustrations below flaps. Use Chronicle Books website at www.chroniclebooks.com to share book trailer of Flora Flamingo Flora Penguin which are accompanied by music. Encourage children to move be an active participant in actions of story as it is being shared. Kinestic learning involves use of whole body rar than just hs-on experiences. Allow tactile-kinestic learners to close ir eyes visualize illustrations after reading story. Ask what words y hear in ir heads that correspond to story. Provide tactile-kinestic learners with materials to write or draw notes connections as story is shared. Wordless picture books support children who are English language learners, tactile-kinestic learners, those who are honing ir reading writing skills. As you share three books with children in large groups, small groups, or as y explore each book independently, here are some overall strategies that will engage support readers: Encouraging discussion: When sharing a wordless book with children, stop to discuss story at various points. This enables teacher to check understing develop comprehension skills children can ask clarifying questions. Reading a wordless book begs reader to slow down observe what is happening in illustrations which also presents opportunities for building vocabulary, making connections, asking questions. Learning visual clues: A story without words compels a reader to linger over illustrations rar than focus on text. Teachers can point out how a character expresses emotion, how picture shows motion, or how passage of time is conveyed. A wordless book can also encourage readers to think about color choices that assist in creating a mood or tone or to examine where illustrations are placed on a page. Introducing vocabulary: Wordless picture books entice children to create ir own story which in turn promotes richer language, more complex sentences, longer phrases. As children explain story s action or emotions of a character, teachers should prompt or supply vocabulary that is descriptive. Inspiring storytelling: As a child tells story that is presented through illustrations, it assists in developing storytelling skills such as details about setting, descriptions of characters, specifics about story s action. A wordless picture book also prompts children to create ir own dialogue for characters. Understing story structure sequencing: Wordless picture books provide excellent examples of basic story structure sequence of story events. Children can relate what happened in beginning, middle, end of a story. They can also talk about different plot elements sequence of events. This ability to summarize a story helps develop comprehension skills. Inspiring writing: What better way to inspire writing than in telling a story from a wordless picture book. Children can write a narrative, add dialogue, or generate ir own story or sequel to book. Young children not proficient in writing can tell ir story to an adult who in can turn it into text that child can read. This guide was prepared by Cyndi Giorgis, educator researcher. She is dean of College of Education at University of Texas at El Paso.
FLORA Flamingo By Molly Idle $16.99 HC 978-1-4521-1006-6 Ages 3 up Guided Reading Level: WB A 2014 CALDECOTT HONOR BOOK The Horn Book, starred review Publishers Weekly, starred review School Library Journal, starred review In this creative picture book with interactive flaps, recipient of a 2014 Caldecott Honor Book award, Flora her graceful flamingo friend explore trials joys of friendship through an elaborate synchronized dance. With a twist, a turn, even a flop, se unlikely friends learn at last how to dance toger in perfect harmony. Full of humor heart, this stunning performance ( splashy ending!) will have readers clapping for more. BEFORE READING Show children book jacket of Flora Flamingo. Ask, What do you think this story is about? What do you know about flamingoes? Have you ever seen a flamingo? Point out silver medal talk about what award book received. Explain that Caldecott Honor award is given to a distinguished picture book for children. Ask what y think distinguished means. Read first sentence on book jacket flap, Friendship is a beautiful dance. Ask children, What does this sentence mean to you? View endpapers. What color are endpapers? Ask, Do you think that color is significant in story? Why or why not? Correlates with CCSS RL.K-1.7. DURING READING As you share Flora Flamingo with children, ask at appropriate points in story, What is happening? What do you think will happen next? What do you think should happen? Correlates with CCSS RL.K-2.3. Discuss with children what word mimic means if that is what Flora is doing in story. Divide children into two groups have m mimic Flora or flamingo for a few pages to underst idea of mimicking. Also have students think about characters as y reveal more about mselves throughout story. Have children discuss following: Who are characters? What is character going to do next? What choices is character making at different points in story?
AFTER READING Following first reading of story, pair students so that one is flamingo or is Flora. Share book again have children act out story side-by-side. As an extension, one child can generate his/her own movement actions for or child to mimic. Compare contrast two book trailers found at www.chroniclebooks.com/titles/flora---flamingo. Discuss music for each one. Which one do y feel expresses story? Also discuss how book is presented in each book trailer. Which one do y prefer why? Correlates with CCSS RL.K-2.3. Revisit book discuss or express following: oowhat colors did Molly Idle use to create illustrations? oowhat did you notice about lines how y created movement? How can you create lines like that with your arms or legs? oodid you observe any changes in sizes of characters? Why do you think y became larger or smaller? oolook at where characters were placed on pages. Why are y sometimes on same page at or times y are on different pages? Why did Molly Idle leave so much space on some of pages? Correlates with CCSS RL.K-3.7. EXTENSION STRATEGIES Exploring Emotions Flora expresses a range of emotions throughout story. Have children brainstorm a list of emotions that Flora expressed. Then have m write an emotion on a sticky note to post on page where Flora exhibits that emotion. Kinestic learners will enjoy physically showing that emotion through facial expression or body movement. A variation of this strategy would be to take n print a digital photo of child showing a series of emotion, n create ir own book of emotions feelings. Correlates with CCSS RL.1-3.4. Volume Vocabulary Flora Flamingo encourages children to learn a variety of terms movements such as: oopassé oojeté oobarre ooarabesque oopirouette oocrescendo Have children explore internet to find more ballet terms utilize www.youtube.com to discover how se movements are performed. To extend this strategy, select anor type of dance have students practice perform those moves. Children can write ir variation of a Flora story in which she dances a different type of dance with anor animal.
FLORA Penguin By Molly Idle $16.99 HC 978-1-4521-2891-7 Ages 3 up F&P Text Level Gradient: WB Flora is back this time she partners with a penguin. Twirling, leaping gliding on skates flippers, duo mirror each or in an exuberant ice dance. But when Flora gives penguin cold shoulder, pair must figure out a way to work toger for uplifting results. In this frosty follow-up to 2014 Caldecott Honor Book, Flora Flamingo, artist Molly Idle creates an innovative wordless picture book with clever flaps that reveal Flora penguin coming toger, drifting apart, coming back toger again as only true friends do. BEFORE READING Ask children what y notice on cover of Flora Penguin. What is unique about how Flora is designed? What colors are used? What is framing Flora penguin? Read phrase, Some friendships take a little time to warm up? What do y think this means? Who do you think might be friends in story? Open book to title page. Ask, What is Flora carrying? Where does this story take place? What is wear, season, time of day? Is re anything unusual or familiar about setting? Correlates with CCSS RL.K-1.3. DURING READING As children progress through reading of Flora Penguin, ask following questions: oowhat are Flora penguin doing? Have you skated or seen someone skate in way two of m are skating? oowhat do you notice about fish below ice as we read story? oowhat happened between Flora penguin? How did Flora behave? How did penguin feel? What emotions do y both express? oowhat is Flora thinking at different points in story? Correlates with CCSS RL.1.1, 2.3.
AFTER READING Pair students have each retell story. Prior to starting have m think about beginning, middle, end of story how y might tell it so that it flows smoothly. Remind m that y are telling a story, not just describing what is on each page. Correlates with CCSS RL.1.2. Encourage children to scaffold ir response to Flora Penguin by completing following as y revisit story: o o wrote this book to. ooit is a written for. oothis illustration shows us tells us about. oothe main idea in this illustration is is shown by. oowe learn about on this page. oothis page makes me think of. EXTENSION STRATEGIES Dy Dialogue Students can create dialogue for each character in Flora Penguin perform it as a reader s ater. Have students work in pairs or small groups discuss what each character might be saying on page. As y write down dialogue remind m to pay attention to punctuation so that reader knows exactly how that sentence should be read. Students should also discuss type of voice for each character. Then y can recruit two or students to perform as reader s ater script is read. Correlates with CCSS RL.1-3.6. Exciting Events Have children consider 5 wh a how. First, pose questions that will get m thinking about story such as: oowhat was most important part of story? oohow long do you think it took for story to happen? oowho is telling story? oowhere did story take place? Why did you think it was set on ice? oowhat character was most interesting why? oowhat do you think characters were thinking or feeling? Using an event map, have complete graphic organizer by answering following questions. What happened? Where did it happen? When did it happen? EVENT How did it happen? Why did it happen? Who was involved? Correlates with CCSS RL.1-2.1, 1-4.3.
FLORA Peacocks By Molly Idle $16.99 HC 978-1-4521-2891-7 Ages 3 up F&P Text Level Gradient: WB The darling, dancing Flora is back, this time she s found two new friends: a pair of peacocks! But amidst fanning fears mirrored movements, Flora realizes that push--pull between three friends can be a delicate dance. Will this trio find a way to get back in step? In third book featuring Flora her feared friends, Molly Idle s gorgeous art combines with clever flaps to reveal that no matter challenges, true friends will always find a way to dance, leap, soar toger. BEFORE READING Show class book jacket of Flora Peacocks. Ask students if y have ever seen a peacock or a peacock fear, invite m to share ir thoughts about what makes a peacock unique. Explain to children that male peacock has a gorgeous long tail full of fears that trails down behind him when he walks, but that when peacock gets excited puts his tail up, fears spread out like a fan displaying myriad shades of iridescent blue green. Write down word iridescent talk about what it means. Open book to double-spread title page. Discuss various shapes that are shown on se two pages. Conduct a brief picture walk of first few pages of Flora Peacocks. Point to expression on Flora s face. Ask children what y imagine Flora is thinking. What do y think she wants to do? If Flora Flamingo Flora Penguin have been shared with students, have m compare three book jackets. Discuss colors used differences y see on each book jacket, including way that Flora interacts with flamingo, penguin, peacocks. Ask children to consider ir knowledge of previous books predict what Flora Peacocks might be about. Correlates with CCSS RL.K-1.9. DURING READING As you share Flora Peacocks with students, stop periodically ask following questions: oowhat s going on in this picture? oowhat do you see that makes you say that? oohow do you think Flora is feeling? How do you think peacocks are feeling? Have ir emotions changed from previous pages? If so, how why? oowhat more can you find in illustrations? oowhat do you think will happen next? Correlates with CCSS RL.K-2.7. For more strategies on reading wordless picture books, see Chronicle Books blog post How to Read a Book With No Words by literacy expert Julie Barton (chroniclebooks.com/blog). CCSS.ELA-Literacy.RL.1.1, RL.2.3: Use illustrations details in a story to describe its characters, setting or events.
AFTER READING At conclusion of book, have children identify top three most important events in story (with number one being most important). Write se down on a chart n discuss emotions felt by characters during each event. Draw prevailing emotion next to each of three statements. Correlates with CCSS RL.K-2.3. Conduct a full walk through book discuss how Molly Idle uses shapes color to assist in telling story. Discuss conflict between Flora peacocks. Ask students if ir friends have ever left m out. How did y feel? How was this conflict resolved in story? How did children resolve conflict with ir friends? After Flora Peacocks is read aloud, instruct class to retell story by sharing what happened in beginning, middle, at end. Correlates with CCSS RL.K-2.2. EXTENSION STRATEGIES Problem-Solving ABCs Use following ABC strategy with class to discuss record problems encountered between Flora peacocks: A sk, What is problem? B rainstorm ways to solve problem. C hoose best solution(s). Next, ask students to role-play conflict between Flora peacocks using solution y determined was best one. Select two different children to role-play how peacocks could have acted differently. Encourage children to use movement initially n role-play using words. Correlates with CCSS.RL.K- 1.1. Friend or Foe? When Flora meets two peacocks, y become angry when one feels left out destroy her fan as a result. Use following chart to discuss record what a good friend is, does, says, is not. A Good Friend... IS DOES SAYS IS NOT Correlates with CCSS RL.K-1.10. Story Frame Story frames can be used to encourage children to make predictions as well as to retell story. The frame can be completed as story is read or at conclusion. This strategy is particularly useful for Flora Peacocks or any of Flora series of books by Molly Idle because story is told visually. Title In this story problem starts when... After that... Next... Then... The problem is finally solved when... Correlates with CCSS RL.K-1.2., K-2.7.