Aunt Flossie's Hats and Crab Cakes Later Book Companion

This picture book companion is a complete supplemental resource for the book Aunt Flossie's Hats (and Crab Cakes Later) by Elizabeth Fitzgerald Howard. It includes 27 print-and-go reading activities to choose from, making this resource ideal for customizing learning to your student's specific needs and academic abilities.

Students will investigate characters, identify story elements, determine the theme, practice plotting story events, compare & contrast, make predictions, inferences, & connections, answer questions that require them to think beyond the text, and much more!

Students will be captivated by the stimulating activities, while educators will value the saved effort in searching for premium resources to tackle complex reading concepts. The activities on offer aim to promote advanced cognitive skills, urge students to cite textual justifications for their conclusions, and motivate them to articulate their personal opinions and views.

⭐️This Resource Includes:⭐️

• ◾ Making Predictions: Before reading the book, students will make predictions about the text.

• ◾ Story Elements: Students fill in the boxes with words & pictures to represent the story elements.

• ◾ Sequencing: Students will retell & illustrate the important parts of the story.

• ◾ Summary: Students complete the Somebody, Wanted, Because, But, So graphic organizer and write a summary of the story.

• ◾ Story Event Sort: Students will describe a scene or event from the story that fits into each of the categories & explain how the event made them feel & how it relates to the category.

• ◾ Cause & Effect (simplified): Students are given either the cause or effect and will cut & match up cause & effect cards, then paste them in the correct boxes (ANSWER KEY included).

• ◾ Cause & Effect: Students cut & match up cause & effect cards, then paste them in the correct boxes (ANSWER KEY included).

• ◾ Visualizing Aunt Flossie's Hats: Students read the descriptions of Aunt Flossie's hats from the story and draw pictures of what they visualize the hats to look like.

• ◾ Making Inferences: Students use clues & schema to make inferences while reading the story.

• ◾ Using Details to Make Inferences: Students will make inferences using the provided details from the story.

• ◾ Making Connections: Students make connections to an event from the story.

• ◾ Character Inside & Out (Sarah): Students include details from the story to describe what the character says, thinks, does, and feels.

• ◾ Character Inside & Out (Susan): Students include details from the story to describe what the character says, thinks, does, and feels.

• ◾ Character Inside & Out (Aunt Flossie): Students include details from the story to describe what the character says, thinks, does, and feels.

• ◾ Character Feelings (Sarah & Susan): Students describe how the characters’ feelings change throughout the story & give examples of the events that cause them to feel the way they do.

• ◾ Character Feelings (Aunt Flossie): Students describe how the character's feelings change throughout the story & give examples of the events that cause them to feel the way they do.

• ◾ Character Summary: Students summarize the main character of the story.

• ◾ Character Perspective: Students will compare Rubina's perspective to Sana's perspective in the story by drawing a picture and adding words to the thought bubbles.

• ◾ Sketch a Scene From the Story: Students will draw a scene from the story and explain why it's important to the plot.

• ◾ Setting Influences the Plot: Students will draw a scene from the story that takes place in one of the settings and write about what happened there and why it was important to the plot.

• ◾ Theme: Students answer the questions to determine which theme best fits the story and provide text evidence to support their choice.

• ◾ Thinking About the Text: Students will answer the questions about the story & include examples from the text to support their answers.

• ◾ Thank You Aunt Flossie: Students imagine they are Sarah or Susan and write Aunt Flossie a thank-you note to explain why spending Sunday afternoons with her made such special memories.

• ◾ Wait... There's More!: Students will write about what happens next in the story.

• ◾ My Special Memory: Students write about a piece of clothing, jewelry, hat, shoes, or other item that reminds them of a special memory.

• ◾ Families are Special: Students will brainstorm their family's traditions, things that make their family unique, and special things they do with their family. Then, they will compare and contrast their family with a classmate's family using a Venn diagram.

• ◾ Book Review: Students will color in the stars to rate how much they enjoyed the book and draw a new cover & their favorite character from the story. Then, they will explain why other kids should or should not read it.

💡Need ideas for different ways you can implement these activities?

• ◾ Focus on different reading skills each day for targeted instruction, and have students complete a corresponding printable to check for understanding.

• ◾ During centers, students can independently read the story again and complete an activity that reviews a previously taught concept.

• ◾ Work with students on a reading concept they struggle with during guided reading or strategy groups.

• ◾ Students work with a partner or in literature circles to complete additional reading activities.

This resource is for extension read-aloud activities only. The book is not included.

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