KINDERGARTEN

Before reading:

· What do you know about turtles?

· What do you think will happen to the turtle on the cover?

During reading:

· What animal do you think Honey and Mama will meet next?

· After she dreams, how do you think Honey will feel the next morning?

After reading:

· Use illustrations of the animals to put in order that Honey meets them.

· Who were the main characters in the story?

· Where did the story happen?

FIRST GRADE

Before reading:

· What animal do you think Honey and Mama will meet next?

· After she dreams, how do you think Honey will feel the next morning?

After reading:

· Who were the main characters in the story?

· Where did the story happen?

· Do you think this story is real? Why not? What makes this story not real?

· What were some of the ways Honey is different from the other animals in the story?

· If time, talk about the chronology of the story-use illustrations to order and retell the story.

SECOND GRADE

· Do you think this story is informational or a piece of literature? Why do you feel that way?

· On the page about the gray fox, what do you think I had to research while writing this part of the story?

· Why do you think they gray fox was hiding in the bushes?

· What did I have to research to write the story?

· Be willing to change your story-fish story

· Show, Don't Tell.

· In my case, 900 words is not better than 500 words.

· More is not always better.

· Show cross-outs.

· Writing/Reading intertwined.

THIRD GRADE

· Do you think this story is informational or a piece of literature? Why do you feel that way?

· What descriptive words did you like in the story?

· What did I have to research to write the story?

· Be willing to change your story-fish story

· Show, Don't Tell.

· In my case, 900 words is not better than 500 words.

· More is not always better.

· Show cross-outs.

· Writing/Reading intertwined.

FOURTH GRADE

· Do you think this story is informational or a piece of literature? Why do you feel that way?

· What descriptive words did you like in the story?

· What did I have to research to write the story?

· Be willing to change your story-fish story

· Show, Don't Tell.

· In my case, 900 words is not better than 500 words.

· More is not always better.

· Show cross-outs.

· Writing/Reading intertwined.

FIFTH GRADE

· Can you find any examples of similes?

· Do you see any examples of repetition?

· What did I have to research to write the story?

· Be willing to change your story-fish story

· Show, Don't Tell.

· In my case, 900 words is not better than 500 words.

· More is not always better.

· Show cross-outs.

· Writing/Reading intertwined.