Write to Read
JUMP, FROG, JUMP
Author(s): Robert Kalan
Focus Trait: Ideas
Specific Criteria: Using pictures to understand details of a story
Before reading the story Jump, Frog, Jump have the class do a picture walk with the story. Tell the students that the frog in the story has to jump away many times in the story. Have the group use the pictures to predict why the frog needs to jump away.
Focus Trait: Organization
Specific Criteria: satisfying conclusions
In the story, the frog has to jump to avoid different scenarios. At the end of the story ask the students to predict how the frog will get out of the basket. Ask them, why is the boy saying, “shhh”. The students can answer verbally or have them illustrate their responses. After finishing the story compare to see if anyone’s prediction was correct.
Focus Trait: Voice
Specific Criteria: Expressing feelings
In the story, the frog is often in danger or trying to jump away. As the class reads through the book, create a list of how the frog might be feeling on the different pages. Use the story details and the pictures to help decide his emotions.
Focus Trait: Word Choice
Specific Criteria: Expanding Knowledge of Vocabulary (frogs)
After re- reading the story, have the students manipulate the letters in frog and complete the sentence with their knowledge of frogs.
Frogs.
(Activity page is attached)
Focus Trait: Sentence Fluency
Specific Criteria: Sentence Structure :1-to-1 word correspondence
After reading the book a few times, students should be familiar with the pattern.
Have three students at a time stand side by side. As the class reads along with a big book, have one student jump for each word on the pages that read, “JUMP, FROG, JUMP” as the teacher points to each word. This reinforces the concept of one-to-one word correspondence.
(As an additional idea the students can make frog hats to role play the frog jumping. A pattern has been included.)
Focus Trait: Conventions
Specific Criteria: Punctuation
Use the story’s book repetition to convey the meanings of the question mark and the exclamation point. Also talk about how our voice changes when we read/ask a question or when we make a statement that ends with an exclamation point. The two sentences, are read over and over in the book.
- How did the frog get away?
- JUMP, FROG, JUMP!