How Chipmunk Got His Stripes Interactive Read-Aloud Activities

This picture book companion is a complete supplemental resource for the book How Chipmunk Got His Stripes by Joseph Bruchac and James Bruchac.

With 37 print-and-go reading activities to choose from, this resource is ideal for customizing learning to your student's specific needs and academic abilities. Students will investigate illustrations, identify story elements, determine the theme, analyze characters, compare & contrast, make predictions, inferences, & connections, answer questions that require them to think beyond the text, and much more!

Students will love the engaging and fun activities, and you will appreciate the time saved hunting for high-level resources to teach reading concepts that students frequently struggle with. The activities provided are designed to enable students to apply higher-level thinking skills, encourage them to provide text evidence to support their thinking, and challenge them to express their own thoughts and/or perspectives.

⭐️This Resource Includes:⭐️

• Elements of a Folktale Anchor Chart or Notes Handout

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

• Folktale Checklist: Students fill in the chart with details from the story that characterize it as a folktale.

• Folktale Tidbits: Students will answer questions with details from the story that proves it's a folktale.

• 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.

• Recalling events in Chronological Order: Students describe and illustrate four major events in the story in chronological order.

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

• Comic Recall: Students will draw three scenes from the story, complete with speech bubbles, to tell the story's beginning, middle, and end with text and illustrations.

• 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.

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

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

• Character Traits: Students choose two important traits that best describe each character and provide examples from the text for each characteristic.

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

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

• Character Feelings (Brown Squirrel): 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 Feelings (Bear): 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 Development (Brown Squirrel): Students select character traits that best describe the character at different times throughout the story and give examples from the book to support the traits they chose.

• Character Development (Bear): Students select character traits that best describe the character at different times throughout the story and give examples from the book to support the traits they chose.

• Character Change (Bear): Students will explain how the character changed from the beginning to the end of the story and describe the events that caused the change to happen.

• Character Dialogue: Students read the following character quotes and explain how what they said affected the other characters in the story.

• Characters Behaving Badly: Students give two examples of Bear behaving badly and 2 examples of Brown Squirrel behaving badly. Then, write down how Bear & Brown Squirrel should have behaved or what they could have done instead.

• Sketch a Scene From the Story: Students will illustrate one of the events from the story and explain why this event is 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.

• Setting the Scene: Students identify three different settings in the story and explain how they know the setting changed.

• 3-2-1: Students will identify three details from the text that help them identify the story as a folktale, describe two lessons the characters learn in the story, and choose one word that best describes Brown Squirrel or Bear and explain why.

• Author's Message: Students describe four important events from the story and put them in chronological order. Then, answer the questions about the author's message.

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

• Before & After: Students will draw a picture and explain how Bear behaved and looked before meeting Brown Squirrel, and then draw another picture and describe Bear after meeting Brown Squirrel.

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

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

• Squirrel’s Sincere Apology: Students write an apology note to Bear from Brown Squirrel apologizing for teasing him. Then, they will draw a picture of Brown Squirrel apologizing to Bear or doing something kind for him.

• Book Review: Students will rate and review the book.

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

• Comparing Animals: Students will compare and contrast chipmunks to squirrels. Then, compare bears to an animal they think is similar.

Writing a Folktale: Students will plan and write their own folktale or origin story. The following pages are included for this activity:

• Folktale Planning Sheet: Students use the planning sheet to organize their story.

• Folktale Cover: Students design a book cover for their folktale.

• Lined Writing Paper: Three different layouts are included.

• Plot Diagram Graphic Organizers & Anchor Charts: Students can plot out the events of their folktale to organize their thoughts. A variety of graphic organizers for plot are included in order to differentiate for your students.

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