Tacky the
Penguin
Helen Lester
0-440-84896-2
Day one — Read aloud
Tacky the Penguin for enjoyment during SSR time. I like to read the
books to the kids before they read for other reasons when we aren't
going to read the whole book in one sitting. Sometimes I don't, but
usually I try to read the book the day before I use it. There isn't
a right or wrong. Also it isn't a hard, fast rule.
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Day two — today
only read to PAGE 13 (before the hunters come)
Set purpose for reading as finding the ways that Tacky acts tacky compared
to the companions.
some possibilities:
Tacky
His name is "Tacky".
Hearty slap on the back and loud "What's happening?"
Marched all over the place 1-2-3 4-2 3-6-0 etc.
Splashy cannonballs.
Sings songs like "How many toes does a fish have?"
Companions
Their names are Lovely Goodly Angel Perfect and Neatly.
Greeted each other quietly and politely.
Marched 1-2-3-4.
Graceful dives.
Sing songs like "Sunrise on the Iceberg"
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Day three — to finish
the book set the purpose for reading as listing all the ways that Tacky
saves the day. How did Tacky being different help the other penguins?
I give the kids
sticky notes to put into the book to mark their places. Another option
is to give them a book mark with a penguin clip art at the top and have
them write their findings on the bookmark.
Reading Response
follow up -----
I have the kids
write about a time they were different from their friends and how that
was good or bad and why. Reread the last page "Tacky was an odd bird,
but very nice to have around." Can the students think of a time they
were the odd bird or someone else was, and still nice to have around????
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Day four and five --- the kids read Tacky the Penguin Reader's Theatre.
I set the purpose for this story:
First I discuss how characters think and behave affects the story.
Then
I tell the kids to pay attention to how the companions are like and
different from Tacky.
I write on the board:
The companions are the same as Tacky because __________________
The companions are different from Tacky because ________________
During reading
Read however it works for your classroom depending if you have multiple
copies, the reading level of your students. I usually read with a
small
group and the rest of the class partner reads. Depends on the year and
my students.
IF the kids FINISH, or "AS THE KIDS FINISH" I have them try and make a
list of characteristics and what the characters did. They will write
these in their reading journals. BE SURE NOT to emphasize that the
assignment is more important then the reading. MANY kids get the
message from us that the paper and pencil are more important than the
reading. If the kids have time to write, great since it keeps them
busy. BUT the main point of this reading is to participate in the
comprehension and understanding. The conversation after the reading is
VITAL to their learning.
After reading use this information to make a venn diagram
TACKY
loud
splashy cannonballs
somersaults
sings outrageous songs
BOTH
all penguins
live in Antarctica
Swim
COMPANIONS
quiet and polite
graceful divers
march neatly
sing pretty songs
