- hill
- overturn
- ramp
- roll
MA Standards:
English Language Arts/Literature/RL.PK.MA.1: With prompting and support, ask and answer questions about a story or a poem read aloud.
English Language Arts/Literature/RL.PK.MA.7: With prompting and support, make predictions about what happens next in a picture book after examining and discussing the illustrations.
English Language Arts/Literature/RL.PK.MA.4: With prompting and support, ask and answer questions about unfamiliar words in a story or poem read aloud.
English Language Arts/Literature/RL.PK.MA.9: With prompting and support, make connections between a story or poem and one’s own experiences.
English Language Arts/Foundational Skills/RF.PK.MA.1.d: Recognize and name some uppercase letters of the alphabet and the lowercase letters in one’s own name.
Head Start Outcomes:
Literacy Knowledge/Alphabet Knowledge: Recognizes that the letters of the alphabet are a special category of visual graphics that can be individually named.
Literacy Knowledge/Book Appreciation and Knowledge: Asks and answers questions and makes comments about print materials.
PreK Learning Guidelines:
English Language Arts/Reading and Literature 7: Develop familiarity with the forms of alphabet letters, awareness of print, and letter forms.
English Language Arts/Reading and Literature 6: Listen to a wide variety of age appropriate literature read aloud.
English Language Arts/Reading and Literature 10: Engage actively in read-aloud activities by asking questions, offering ideas, predicting or retelling important parts of a story or informational book.
Read Together: Samantha on a Roll #1
© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.
STEM Key Concepts: An object placed on an inclined plane will roll, slide, or stay put; The shape of an object affects whether it will roll, slide, or stay put
ELA Focus Skills: Comprehension, Interpret Illustrations, Speaking and Listening, Vocabulary
Before You Read
Show children the cover of Samantha on a Roll by Linda Ashman. Have them locate the title and the names of the author and illustrator. Read the words aloud, tracking them as you do. Ask children to identify any uppercase or lowercase letters on the cover that they recognize.
Then have children describe what they see in the cover illustration and ask, What do you think this book is about?
As You Read
Read slowly and with expression so children can enjoy the rhythm of the words.
- Point out all the different ramps in the story. (hill, skateboard camp ramp, roofs)
- Pause to let children make predictions about what will happen next in the story. For example, pause after reading the line, “She doesn’t note the long, STEEP slope.” Ask, What do you think Samantha is going to do next?
- Pause after reading, “She hits the ramp. She’s off the ground. Sammy’s soaring out of sight.” Ask children to think a time they saw someone rollerskating down a hill or ramp and ask, Do you think someone could soar off the ground and out of site after rolling off a ramp? Why or why not? (too heavy, fall down)
After You Read
Discuss the story with children. Ask questions such as,
- What did you think of the story? What was your favorite part? Why?
- Why do you think Mama would care if Samantha went skating by herself? (roll fast and fall; hurt herself without a helmet, etc.)
- Why do you think Samantha went faster down the hill than she did down the hallway?
- Why do you think Samantha could not slow down?
Adaptation: If younger children have trouble concentrating during the story, read a part and return later to read the rest. Discuss what has happened thus far to refresh memories.
English Language Learners: If children have difficulties understanding the word overturn demonstrate the word by using a paper cup and turning it over as you say, I have turned over the cup, or overturned the cup. Let children repeat the motion as they say the sentence.