The Little Engine That Could
by Watty Piper
Old Favorites: Reread charts/poems from previous stories.
Prior Knowledge: Ask students to share their experiences with trains. Have they ever seen a train? Have they ever rode on a train? Where? What type of train was it? What sounds do trains make? How do trains move? How would you describe a train?
New Story: Introduce title, author and illustrator; Read the story aloud for enjoyment and either discuss events throughout the story or after reading the story. Possible questions to generate discussion/thought...
Predictable Chart: Brainstorm with students some different things that trains could carry. Next, ask them to consider what color each of those items would be. Tell students that throughout the week, they are going to work on making an ABC color train! Each student can contribute one sentence and train car. Write each sentence on chart paper, writing their name at the end of the sentence. (For example, 'Aa is for green alligators.' (Alan) ) Let a few students each day share their sentences. Reread each sentence tracking the print.
(You may wish to read a factual story about trains today as well!)
Story: Ask students to share what they remember about yesterday's story; Reread The Little Engine That Could. Students will most likely want to chime in when the little blue engine says, "I think I can! I think I can!"
Companion Story: Introduce the companion story Freight Train. Take a picture walk, letting students share what they know about each train car pictured (color, name, contents, etc.). Read the story aloud for enjoyment.
Predictable Chart: Reread the sentences from yesterday. Encourage a few more students to add to the predictable sentence char, continuing with the next letter of the alphabet.
Story: Review the focus story, The Little Engine That Could. Show students pictures from the story that are out of order. Let students look closely at each picture and describe what is happening. Encourage students to work together to place the pictures in order. As students place the pictures in order, discuss the beginning, middle, and end events. Also, let students determine what the problem in the story was as well as how the problem was solved.
Companion Story: Reread Freight Train, pausing for students to fill in the appropriate color word.
Predictable Chart- Reread all of the sentences contained on the chart from the previous days. Choose a few more students to think of an object that could go in our ABC color train. Write their responses, encouraging students to spell out loud the words 'is', 'for', and the color words.
Companion Story: Introduce the title, author, and illustrator for another companion story called Clickety Clack. Read the story aloud. Ask students to think about what it would be like to be riding on the train with all of these creatures and to predict where they think the train is going.
Predictable Chart: In the same manner as previous days, continue to reread and add the last few sentences onto your class ABC color train predictable chart. If you do not have enough students to complete your ABC train, work as a class to think of some items that start with the missing letters.
Companion Story: Reread Clickety Clack, pausing to let students fill in the rhyming words and the 'clickety clack's. Next, write the word 'clack' on the board and tell students that they will be going on a rhyme hunt for other words that rhyme with 'clack.' Reread the story, page by page, and let students listen for rhyming words. Have students raise their hands when they hear a word that rhymes with 'clack'. Then, students can assist you in writing that word. (See photo below.) In this manner, your class will be 'Rounding Up the Rhymes'!
Work with additional rhymes and word families by having students work in partners to put together word family puzzles. Students have to match the puzzle pieces, read the newly formed word, and then find the corresponding picture. (See below.)
For individual practice with word family rhymes, let each student complete their own 'Word Family Train' booklet. (See below for photo and printables.) In the booklet, there are four word families, with three words from each word family. Students have to read the words on the train cars and then cut and glue the corresponding picture above each car.
Story: Reread the story The Little Engine That Could. Encourage students to think and compare themselves to the little blue engine in the story. Then let students orally share one thing that they thought would be very hard to either do or learn in Kindergarten, but with practice they are now able to do it successfully - something they are proud of. (For example, some of my previous students were proud of making new friends, learning to tie their shoes, learning their ABC's, writing in their writing notebooks, etc.) As each child shares, pin a little blue engine to their shirt that says 'I can!' (Ours were cut using the ellison press.)
Companion Story: Reread Clickety Clack, encouraging students to join in on the reading; Give each child a train (You might want to use the ones they have made- See below under cross curricular connections, Art) and a small plastic animal. Ask students to set their animal at the beginning of he train, at the end of the train, and then in the middle of the train. Say a word and ask students to listen carefully to where they hear a certain sound. and then ask students to place their animal to the side of the train car where they hear that sound (beginning, middle, or end).
Predictable Chart: The ABC color train predictable sentence chart should have been completed during the previous days. Have each student come up and point to each word of
their sentence as they read it aloud. Then, model for students how to copy their sentence onto their paper, draw a corresponding picture, and cut, glue their train car. (See some student samples below.)
Printables to use to make train tracers
Printables to use to make train tracers
Related Read Aloud Stories/Poems
Focus Story: The Easy To Read Little Engine That Could by Watty Piper
The Little Engine That Could by Watty Piper
1) Create milk box trains! (See samples below.)
These trains are made from painted milk cartons. Students attached pre-cut circles and squares for wheels and windows and then decorated the rest of the train and the
background as they desired. The background is just a box, left over from our school's pop delivery man, cut lengthwise. The three milk cartons are held together by a strip of black
construction paper taped underneath the boxes. Thanks to Judy Reed for the idea The students loved this project!
These trains are made from painted milk cartons. Students attached pre-cut circles and squares for wheels and windows and then decorated the rest of the train and the background as they desired. The background is just a box, left over from our school's pop delivery man, cut lengthwise. The three milk cartons are held together by a strip of black construction paper taped underneath the boxes.
Thanks to Judy Reed for the idea
The students loved this project!
1) Place train cars in order from 1-__
1) Form a color train (from ellison cut outs) and then write the corresponding color words (See below.)
1) Learn about the railroad and trains
1) Identify wheels used in a variety of ways
1) Sing and move to 'The Little Boxcars' (See in poem section above.)