Read the story with expression, emphasizing and discussing the boy's feelings as the mouse exhausts him with his demands. Then tell students that you will read the book to find out what the author thinks might happen if you give a mouse a cookie. Move through the entire book while students predict the story sequence based on the illustrations on each page. Take them on a picture walk, pausing to allow time for them to discuss, inquire about, and infer from each illustration and encouraging them to share what they think the pictures suggest.
![if you give a mouse a cookie if you give a mouse a cookie](https://static.independent.co.uk/s3fs-public/thumbnails/image/2015/12/22/09/book-kid-give-mouse-cookie-politics.png)
Invite students to examine the pictures inside the book for clues to answer your question. Show students the cover of If You Give a Mouse a Cookie and read the title, asking, "Then what will happen?" Seat students together at the shared reading carpet. You may want to work with the other teacher to assign these pairs in advance. Each student from your class will be paired with a student from the other class he or she will share information about the story. Print one copy of the Story Circle handout and the If-Then Handout for each student in the class.įor Session 4, arrange to get together with another class of a similar size. There should be enough space on the sentence strips for all of the pictures from the Story Circle handout to fit. On cards, write phrases from the story such as "a cookie," "a glass of milk," a straw," "to trim his hair," "to sweep up," or "to draw a picture." You want one card for each student in the class and will be using them in Session 3 to illustrate cause and effect.Ĭreate long white sentence strips for each student on slightly stiff pieces of paper or chartboard. Students will refer to this chart when writing their own "if., then." stories as a reminder of the format to use. You can use some from the story and make up some of your own. Write sample "if., then." statements on chart paper.
![if you give a mouse a cookie if you give a mouse a cookie](https://i.etsystatic.com/5361167/r/il/4f9829/472195000/il_570xN.472195000_i2l8.jpg)
You should create enough passages so that each student will get a chance to fill in a word using a card. When he's finished giving himself a tr_, he'll want a br_ to sweep up.
![if you give a mouse a cookie if you give a mouse a cookie](https://etvr5cotc43.exactdn.com/wp-content/uploads/2017/11/If-you-give-a-mouse-a-cookie-on-Amazon-Kids-768x431.png)
![if you give a mouse a cookie if you give a mouse a cookie](https://optimisticmommy.com/wp-content/uploads/2014/06/if-you-give-a-mouse-a-cookie-collage.jpg)
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. Among these texts are fiction and nonfiction, classic and contemporary works.ģ. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world to acquire new information to respond to the needs and demands of society and the workplace and for personal fulfillment.