Saxon Phonics K Literature Extensions Product - Saxon Publishers

OVERVIEW 

The literature extensions for Saxon Publishers’ Phonics K–2 program are based on works selected from classic 

and contemporary literature. All titles have been carefully selected from core reading lists and should be 

readily available in school libraries or bookstores. Only one classroom copy per extension is required. (A complete 

list of titles is shown in the table of contents on page iii.) 

The literature extensions provided in this tablet will serve as a literature companion for Phonics K. They 

provide classroom instruction in the type of quality literature most teachers use to further their students’ 

desire to read. Each extension provides practice in literary analysis and comprehension skills and also includes 

an activity for phonics reinforcement. 

The literature selections should be read to students. Specific instructions are provided for the teacher regarding 

activities to do before reading the work, while reading the work, and after reading the work. As in the 

phonics lessons, questioning strategies are suggested to help students participate actively in the learning 

process.A variety of activities are included to address all learning modalities. 

Fourteen literature extensions are provided, one to be given after approximately every twelve lessons. For 

example, Extension 1 should be taught after Lesson 12, Extension 2 should be taught after Lesson 24, and so 

on. Because each extension reinforces specific phonics concepts taught in the previous twelve phonics lessons, 

it is important that the extensions be taught after the indicated lessons. 

Saxon’s Phonics K–2 is a success-oriented series that enables most students to develop a solid foundation in 

reading, spelling, and comprehension. In keeping with the Saxon philosophy, the phonics series builds on prior 

learning, providing every student with the exposure needed to achieve mastery. The goal is to provide students 

with the information they need to be able to read independently. 

Copyright by Saxon Publishers, Inc. and Lorna Simmons. Reproduction prohibited. i

Extension 1 

Extension 2 

Extension 3 

Extension 4 

Extension 5 

Extension 6 

Extension 7 

Extension 8 

Extension 9 

Extension 10 

Extension 11 

Extension 12 

Extension 13 

Extension 14 

TABLE OF CONTENTS 

Chicka Chicka Boom Boom by Bill Martin, Jr. and John Archambault . . . . . . . . 1 

Lily’s Purple Plastic Purse by Kevin Henkes . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 

Madeleine’s Rescue by Ludwig Bemelmans . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 

Over in the Meadow illustrated by Ezra Jack Keats . . . . . . . . . . . . . . . . . . . . . 7 

Where the Wild Things Are by Maurice Sendak . . . . . . . . . . . . . . . . . . . . . . . . 9 

Make Way for Ducklings by Robert McCloskey . . . . . . . . . . . . . . . . . . . . . . 11 

Frog and Toad Together by Arnold Lobel . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 

The Butter Battle Book by Dr. Seuss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 

The Absolutely Awful Alphabet by Mordicai Gerstein . . . . . . . . . . . . . . . . . . . 17 

The Owl and the Pussycat by Edward Lear, 

illustrated by Jan Brett . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 

Guess Who’s Coming, Jesse Bear by Nancy White Carlstrom, 

illustrated by Bruce Degen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 

Rooster’s Off to See the World by Eric Carle . . . . . . . . . . . . . . . . . . . . . . . . . 23 

Tikki Tikki Tembo retold by Arlene Mosel, 

illustrated by Blair Lent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 

The Little Island by Golden MacDonald, 

illustrated by Leonard Weisgard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 

Copyright by Saxon Publishers, Inc. and Lorna Simmons. Reproduction prohibited. iii

CHICKA CHICKA BOOM BOOM 

by Bill Martin, Jr. and John Archambault 

(Give after Lesson 12.) 

BEFORE READING/SET PURPOSES 

Phonics K 

Display the book cover and read the title. Elicit that the title is made of nonsense words. 

Point out that there are two authors who worked together to write the words to the 

story. 

Take a picture walk through several spreads. Ask: What letters do you see on the page? 

What pattern do you think the book will follow? What type of tree do you see? 

DURING READING 

What are the letters in the story doing? (climbing to the top of the coconut tree) 

What order are the letters following? (alphabetical order, or the order of the alphabet) 

What happens when the little letters fall from the tree? (The parent letters come to get them.) 

AFTER READING/RETURN TO PURPOSES 

The authors use rhyming words in the story. What rhyming words do you remember? 

(Answers will vary; possible answers might include: boom/room and whee/tree.) 

Which words in the story repeat? (chicka chicka boom boom; skit skat skoodle doot; flip 

flop flee) 

What was your favorite part of the story? (Answers will vary.) 

Copyright by Saxon Publishers, Inc. and Lorna Simmons. Reproduction prohibited. 1 

Extension 1

Extension 1 

Phonics K • Chicka Chicka Boom Boom 

FOLLOW-UP ACTIVITIES 

Coconut Tasting 

Have a coconut-tasting party. If possible, bring in a fresh coconut, or show a picture of a 

coconut.You may also wish to use flaked coconut. Have students sample the coconut and 

describe what it tastes like. Have them identify foods with the coconut taste. Make a picture 

or word list of their responses. 

Alphabet Letters 

Have students get out their G, g; L, l; and O, o letter tiles. Then reread the story, and have 

students hold up their letters when they hear them in the story. 

Create Words 

Reread the title of the story, and then ask students to choose another letter or sound to 

substitute for initial ch, such as “licka, licka, boom, boom.” Reread part of the story, substituting 

the new words and having students join in. Continue with other substitutions. 

2 Copyright by Saxon Publishers, Inc. and Lorna Simmons. Reproduction prohibited.

LILY’S PURPLE PLASTIC PURSE 

by Kevin Henkes 




Display the book cover and read the title. Say the name of the author/illustrator, and 

explain that Kevin Henkes wrote the words and drew the pictures. Have students describe 

what Lily is wearing. 

Take a picture walk through several spreads. Ask: Who do you think this book is about? 

What can you tell about Lily from looking at these pictures? Do you think the story is realistic or 

a fantasy? 


What are some of the things that Lily loves about school? (Possible answers: pointy pencils, 

squeaky chalk, boot sounds, her desk, fish sticks, her teacher) 

Why does Mr. Slinger take Lily’s purse? (She showed everyone her purse at the wrong time.) 

What does Lily do? (She draws a mean picture of Mr. Slinger.) 

Why does Lily have a better day the next day? (She apologizes to Mr. Slinger and follows the 

rules of the classroom.) 


Why do you think Lily wanted to be a teacher? (She loved school, and she loved her teacher.) 

How do you think Lily felt when she found Mr. Slinger’s note? (Possible answers: sad, awful, 

disappointed with herself ) 

Would you like to have Lily as a friend? Why or why not? (Answers will vary.) 

Did you enjoy this story? Why or why not? (Answers will vary.) 


Extension 2

Extension 2 

Phonics K • Lily’s Purple Plastic Purse 


Purple Paper Purses 

Give each student a sheet of purple construction paper, and help students cut one short 

side into an arch. Fold the paper to resemble a purse. On a square of white paper, have students 

write or draw pictures to show what they would like to keep in Lily’s purse. 

When I Grow Up 

Talk about the different jobs Lily wanted to have when she grew up. Ask students to think 

of jobs that interest them. Invite them to draw a picture of themselves doing a job they 

would enjoy. Have them write a sentence about the job. 

How Many Pennies? 

Remind students that Lily had quarters in her purse. Display a quarter, and have 

students describe it. Then invite small groups to count out 25 pennies to show the value 

of a quarter. 


MADELEINE’S RESCUE 

by Ludwig Bemelmans 




Display the book cover and read the title. Invite students to describe what they see. Read 

the name of the author/illustrator, and explain that Ludwig Bemelmans wrote the words 

and drew the pictures. Explain that the story is set in Paris, France, and that the story was 

originally written in French.You may also wish to explain that sometimes students live 

together in special homes, where they go to school. 

Take a picture walk through several spreads. Ask: Who is the book about? What has happened 

to the little girl? What do you think will happen next? 


Why is the dog special? (She saves Madeleine when she falls into the water.) 

Why can’t Genevieve stay at the school? (It is against the rules for dogs to live at the school.) 

What is Genevieve’s surprise? (She has puppies.) 


What are some words that describe Madeleine? (Possible answers: brave, curious) 

How did the girls take care of Genevieve? (They fed her, took her for walks, played with her.) 

Would you like to live with a group of students? Why or why not? (Answers will vary.) 


Extension 3

Extension 3 

Phonics K • Madeleine’s Rescue 


New Friends 

Ask students if they would like to have Madeleine as a friend. Ask students to think of 

something they would like to do with Madeleine. Have students draw a picture to show 

their response, and label the picture as appropriate. 

Paris Postcards 

Remind students that Madeleine lived in Paris, France. Show where Paris is located on a 

map or globe. Then show pictures from the book and other books that depict sights in 

Paris. Invite students to draw a picture of Paris on an index card to make a postcard. Have 

them write a message as appropriate. 

Rhyme Time 

Reread pages from the story, and ask students to name the words that rhyme. Choose a 

word from the story, such as well, and invite students to say other rhyming words. 


OVER IN THE MEADOW 

illustrated by Ezra Jack Keats 




Display the book cover and read the title. Say the name of the illustrator, and explain that 

Ezra Jack Keats uses collages in his work. Explain that the story is based on a Southern 

counting rhyme and that the rhyme is about 100 years old. 

Take a picture walk through several spreads. Ask: What animals do you see? What do you 

want to find out about the animals? 


Where does the story take place? (in the meadow) 

What kinds of animals live in the meadow? (Possible answers: turtles, bluebirds, fish, frogs, 

crickets) 

The story uses action words to explain what the animals are doing. What action words do 

you remember? (Possible answers: dive, sing, swim, croak, chirp) 


What pattern does the story follow? (The numbers increase by one each time; there is a 

counting pattern from 1 to 10.) 

What were your favorite animals in the story? Why? (Answers will vary.) 

What is a meadow like? (Possible answers: There are trees, plants, grass, sometimes a pond; 

many animals live there.) 


Extension 4

Extension 4 

Phonics K • Over in the Meadow 


Over in the Meadow 

Display picture and reference books that show meadows. Talk about the animals, plants, 

and environment. Invite students to help you write the numbers 1–10 on mural paper. 

Then have students draw the appropriate number of each animal, focusing on animals that 

live in meadows. 

Animal Groups 

Revisit the story, and make a picture/word list of the animals. Ask students to think of 

ways they could group the animals, such as: insects, animals that fly, animals that swim, and so 

on. Make a picture card for each animal in the story, and have students show and experiment 

with different groups. 

Act Out the Story 

Talk about the different actions of the animals. Invite volunteers to make simple paper-bag 

masks for the animals. Then students can pantomime the animal actions as you reread the 

rhyme. Encourage students to join in on familiar words and phrases. 


WHERE THE WILD THINGS ARE 

by Maurice Sendak 




Show students the cover of the book; bend the book so the back and front covers show 

the entire picture. Ask students to describe what they see. Name the author/illustrator, 

and explain that Maurice Sendak won the Caldecott Medal for the illustrations in the book. 


What is the boy doing? How do you think he feels? What do you think might happen? 


What happens when Max makes mischief? (He gets sent to his room.) 

How does Max get to the forest? (in a boat) 

How does Max tame the wild things? (He stares into their yellow eyes without blinking.) 

What do the animals do during the wild rumpus? (sing, dance, climb trees) 


How do you think Max felt at the beginning of the story? (Possible answers: mad, angry, 

unhappy) 

Why do you think Max decided to go home? (Possible answers: He was lonely; missed home; 

got hungry.) 

What words in the story about the wild things repeat? (roared their terrible roars; gnashed 

their terrible teeth; rolled their terrible eyes; showed their terrible claws) 

Do you think the story is realistic or a fantasy? Why? (a fantasy because it is about things that 

couldn’t happen) 


Extension 5

Extension 5 

Phonics K • Where the Wild Things Are 


Boats That Float 

Prepare a tray with various classroom items, such as a penny, craft stick, pencil, connecting 

cube, shell, and so on. Provide a pan of water, and ask students to predict and check which 

items float. Talk about which items float, and help students to make some generalizations. 

Then invite students to make small boats, using classroom objects and small recyclable 

objects from home. Experiment to find out which boats float. 

Continue the Story 

Invite groups of students to think of another adventure that Max might have with the wild 

things. Have them dictate sentences to you, and write them on chart paper. Have students 

illustrate their ideas. Then read each story to the rest of the class. 

In and Out of Weeks 

Reread the parts of the story that describe when Max traveled. Ask how many days are in 

a week. Use a classroom calendar to count and verify. Then use the calendar to answer 

questions such as: How many weeks are in this month? How many weeks have we been in 

school? How many weeks until spring vacation? 


MAKE WAY FOR DUCKLINGS 

by Robert McCloskey 




Display the book cover and read the title. Ask what Robert McCloskey did to make the 

book. Point to the pictures of the ducklings and have students describe what a duckling is. 

Take a picture walk through several spreads. Ask: Where does this story take place? 

What do you think will happen next? What do you want to find out about the ducklings in 

the story? 


What kind of home does Mrs. Mallard want? (a home near the water where there are no 

foxes or turtles) 

How does Mrs. Mallard care for her eggs? (She sits on them to keep them warm. She counts 

them to make sure they are all there.) 

What does Mrs. Mallard teach the ducklings? (how to swim, dive, walk in a line, come when 

called, stay away from things with wheels) 

How does Michael help Mrs. Mallard and the ducklings? (He helps them cross the street.) 

Do you think the people in Boston like the duck family? Why or why not? (Possible answer: 

Yes; they smile and wave, say nice things, and feed peanuts to the ducks.) 


Why was the Public Garden a good place for the ducks? (It was near the water; there were 

no animals, cars, or bikes; the people fed peanuts to them.) 

What do you notice about the names of the ducklings? (They rhyme.) 

Did you find out what you wanted to know about the ducklings? (Answers will vary.) 


Extension 6

Extension 6 

Phonics K • Make Way for Ducklings 


Make a Map 

If possible, show simple maps of parks or other places. Then revisit the pages in the book 

that show the Public Garden. Have students work in small groups to make a map of the 

Garden. Brainstorm a list of things they might show: the island, bridges, buildings, the duck 

nest, the swan boat, streets. 

Boston Bound 

Show the city of Boston on a map. Explain that the city is located in the state of 

Massachusetts. Find your state on the map. Then count together to find out how many 

states are between your state and Massachusetts. 

Eight Eggs 

Cut out eight egg shapes and write a number from 1 to 8 on each. Have pairs of students 

put the numbers in order. Then have students use counters to show each number. 


FROG AND TOAD TOGETHER 

by Arnold Lobel 





explain that Arnold Lobel wrote the words and drew the pictures. Ask students what the 

animals on the cover are doing, and have them describe the bicycle. 

Take a picture walk through several spreads. Discuss the format of the book, noting that 

the book has several stories. Read the title of each. Ask: Who do you think this book is 

about? Which story would you like to hear first? 


Why does Toad need a list? (to remember what to do next) 

What does Toad do to help his garden grow? (He talks to it, shouts, leaves it alone, lights 

candles, reads a story, sings songs.) 

Do you think Toad really wants to stop eating the cookies? (no) 

How do Toad and Frog prove they are brave? (Possible answers: They run from the snake; they 

run from the avalanche; they jump away from the hawk.) 

Who is having the dream? (Toad) 


Which story was your favorite? Why? (Answers will vary.) 

How do you know that Toad and Frog are good friends? (Possible answers: They do things 

together; they help each other; they enjoy doing things together; they help each other with their 

problems.) 

Is there anything else you would like to find out about Toad and Frog? (Answers will vary.) 


Extension 7

Extension 7 

Phonics K • Frog and Toad Together 


Retell a Story 

Put out the following props: a mirror, rocks, a snake, a cut-out picture of a hawk, a small 

blanket. Invite volunteers to use the props to act out the story as you reread Frog and Toad 

Together. Then have students retell the story using props. 

Plant a Garden 

Talk about what Toad did to have his garden grow. Then discuss what seeds really need to 

grow, and make a list. Have students use egg cartons, potting soil, and seeds to begin a 

seedling garden. Create a plan to take care of the seeds and chart their growth. 

A List 

Reread A List and talk about the items on Toad’s list. Then work together to make a list 

showing what students need to do during the day. Cross off items during the day after they 

are taken care of. Then review the list at the end of the day. 


THE BUTTER BATTLE BOOK 

by Dr. Seuss 





explain that Dr. Seuss wrote the words and drew the pictures. Ask students if they have 

heard other books by Dr. Seuss. Then ask students what they see on the flags. 


Why do you think there is a wall? What do you want to find out about this story? 


Why do the Yooks and the Zooks build a wall between them? (They don’t like each other 

because they butter their bread on opposite sides.) 

Why do the Yooks and the Zooks start fighting? (A Zook comes up and uses a slingshot on 

the Yook’s Snick-Berry Switch.) 

Why do the Yooks and the Zooks keep building bigger and better weapons? 

(Answers will vary.) 


What do you think happened at the end of the story? (Answers will vary.) 

How do you think the boy felt at the end of the story? (Possible answers: nervous, afraid, 

worried) 


Is there anything else you want to find out about the story? (Answers will vary.) 


Extension 8

Extension 8 

Phonics K • The Butter Battle Book 


Make Your Own Butter 

Fill small jars three-quarters full with heavy cream. Have students take turns vigorously 

shaking the jar until butter is formed. Have students spread the butter on crackers or 

bread and share for a snack. 

Continue the Story 

Talk about different ways the story might end. Have small groups of students work 

together to continue the story. Write sentences that they dictate. Have them illustrate 

the end of the story, and share the endings with the rest of the class. 

Summarize the Story 

Write the main events of the story on sentence strips. Read the sentences, and have small 

groups work together to put the sentences in order. Students can use the book to check. 


THE ABSOLUTELY AWFUL ALPHABET 

by Mordicai Gerstein 




Display the book cover and read the title. Ask students what the word awful means. Talk 

about the letters on the cover, and ask which ones look “awful.” Identify the author/illustrator. 

Take a picture walk through several spreads. Ask: What do you see on each page? What pattern 

do you think the book will follow? 


A carnivore is a meat-eater. What makes the letter C look like a carnivore? (big teeth) 

What letter comes before Loony L? (Knucklehead K) 

What kind of vegetable is Vampire V? (corn) 

What animal is letter T? (a rabbit) 



What pattern does the book follow? (The letters follow the order of the alphabet.) 

What were some of the animals in the illustrations? (Possible answers: tiger, bird, hyena, 

rabbit, cat) 

What was your favorite letter? (Answers will vary.) 


Extension 9

Extension 9 

Phonics K • The Absolutely Awful Alphabet 


Alphabet Puppets 

Invite students to make paper-bag puppets for each letter of the alphabet. Give each student 

a specific letter and have him or her draw the letter on the paper bag. Provide classroom 

art materials and have students decorate their letters as they choose. When the 

puppets are finished, have students stand to show alphabetical order. Then point and say 

each letter together. 

Name Graph 

Make a blank bar graph grid, showing the letters a–z. Have students write their first names, 

and color a square on the graph to show each letter in their names. Then ask comparison 

questions, such as: Do more names have letter a or s? What letter is used most often? What 

letter is used least often? 

Order, Order 

Make a set of alphabet cards (or use letter tiles). Work with pairs, and help students to put 

the cards in order. If necessary, place several cards in order and ask,“Which letter comes 

next?” When the cards are in order, point to each letter and sing the “Alphabet Song” 

together. 


THE OWL AND THE PUSSYCAT 

by Edward Lear 

illustrated by Jan Brett 



Display the book cover and read the title. Identify the author and the illustrator. Ask what 

job each person does for the book. Explain that “The Owl and the Pussycat” is a famous 

poem. 


Where does it take place? Do you think the book will be realistic or a fantasy? 


What is the Owl’s song to the Pussycat about? (how beautiful she is) 

What do the Owl and the Pussycat need from the Pig? (his ring) 

What do the Owl and Pussycat do at the end of the poem? (They dance by the light of 

the moon.) 


How do you know this story is a poem? (Some of the words rhyme.) 

Look at the first spread. What are some of the things that the animals are going to take in 

the boat? (fruits and vegetables, a fish) 




Extension 10

Extension 10 

Phonics K • The Owl and the Pussycat 


Write an Invitation 

Talk about when students receive invitations and what information invitations contain. If 

possible, show examples of different types of invitations. Invite pairs of students to create 

an invitation for the Owl and the Pussycat’s wedding. Encourage them to include where the 

wedding takes place and any other information they would like to include. Help students 

write words as appropriate and illustrate the invitation. 

Fish Patterns 

Revisit some of the spreads in the book, and talk about what students see underwater. 

Ask them to describe the different types of fish. Note in particular any patterns that they 

see. Then give each student a simple fish outline. Invite students to draw and color a pattern 

on the fish. 

Parts of an Owl 

Display a picture of an owl, and have students describe the bird. Share facts about owls, 

such as that owls are hunting birds that hunt mainly at night and that have excellent hearing 

and eyesight. Then give each student a simple picture of an owl, and help him or her to 

label the following parts: beak, wings, talons, eyes. 


GUESS WHO’S COMING, JESSE BEAR 

by Nancy White Carlstrom 

illustrated by Bruce Degen 




Display the book cover and read the title. Identify the author and the illustrator, and ask 

what each person does to create the book. Talk about the illustration on the cover, and 

ask if the story is realistic or a fantasy. 

Take a picture walk through several spreads. Ask: What is Mama Bear doing? What is Jesse 

thinking about? What do you think might happen? 


How will Sara Bear arrive? (on an airplane) 

Why doesn’t Jesse want Sara to come? (Sara is bossy and bullies everyone.) 

How do Sara and Jesse play together? (Possible answers: skate, play hide-and-seek, swim) 

What do the cousins learn at the end of the story? (They like each other and get along with 

each other.) 


What does Jesse say he’ll remember when Sara leaves? (all the things Sara taught him to do) 


Would you like to have Jesse as a friend? Why or why not? (Answers will vary.) 


Extension 11

Extension 11 

Phonics K • Guess Who’s Coming, Jesse Bear 


Days of the Week 

Point out the days of the week on a calendar, and say them together. Then write the days 

of the week on chart paper. Discuss what Jesse and Sara do each day. Then have students 

write or draw pictures to show what they do on each day of the week.You may wish to 

focus on school activities. 

Rhyming Words 

Read the first page of the story, and ask which two words rhyme (play, today). Ask students 

to name other words that rhyme with play. Continue through the story, finding the rhyming 

words and naming other rhyming words. 

A Letter to Sara 

Revisit the last page of the story, noting that Jesse has received a letter from Sara. Talk 

about the times when people send letters and notes to each other. Write a class letter 

from Jesse to Sara, thanking her for her visit. As students dictate sentences, write them on 

chart paper. Then reread the letter, having students join in on familiar words and phrases. 


ROOSTER’S OFF TO SEE THE WORLD 

by Eric Carle 




Display the book cover and read the title. Reread the title slowly, and ask how many words 

are in the title. Talk about the picture, and ask students to share what they know about 

roosters. Say the name of the author/illustrator, and explain that Eric Carle wrote the 

words and drew the pictures. 

Take a picture walk through several spreads. Ask: Where does the story take place? What do 

you think will happen next? 


What does Rooster want to do? (travel and see the world) 

How many cats join Rooster? (two) 

What does Rooster forget to plan for? (food and shelter) 

How does the story end? (Rooster goes back home and has a happy dream.) 


What animals joined Rooster? In what order did they join? (cats, frogs, turtles, fish) 

What counting pattern does the book follow? (The number of animals increases by one; 

there are pictures to show the numbers.) 

What do you think Rooster might have seen if he had traveled around the world? 

(Answers will vary.) 


Extension 12

Extension 12 

Phonics K • Rooster’s Off to See the World 


Roll and Count 

Give each student a five-by-five grid. Help them write the numbers 1 to 5 at the beginning 

of each row. Have students work in small groups. The first student rolls a number cube, 

counts the dots, and draws that number of animals in the appropriate row. Students 

continue, playing until each student has a complete grid. (If a student rolls a six, he or she 

takes another turn.) 

1 

2 

3 

4 

5 

Off to See the World 

Ask students to pretend that they are going to travel and see the world. Make a picture/ 

word list of things they would pack in a suitcase. Then give each student an outline of a 

suitcase, and have him or her choose three things to pack for the trip. Students can write 

or draw their responses. 

Fishy Sorting 

Show the pictures of the fish in the story, and discuss their shape, size, and color. Then cut 

out simple fish shapes of different sizes and colors. Invite students to sort by different 

attributes.You may also wish to make simple patterns for the students to continue. 


TIKKI TIKKI TEMBO 

retold by Arlene Mosel 

illustrated by Blair Lent 




Display the book cover and read the title. Say the names of the author and illustrator, and 

explain that the author heard this tale as a student. This was the first book she wrote for 

children. Explain that the story is a Chinese folk tale. 

Take a picture walk through several spreads. Ask: What do the houses and countryside look 

like? What are the boys doing? What is the mother doing? Why do you want to hear this story? 

You may wish to explain the concept of a well. 


Why does Tikki Tikki Tembo have such a long name? (It is the custom to give first sons 

a long name.) 

What happens to Chang? (He falls into the well.) 

Who helps to save him? (the Old Man with the Ladder) 

What happens when Tikki Tikki Tembo falls into the well? (It is very hard for Chang to keep 

saying the long name and get help.) 


How did the pictures help you to understand what was happening in the story? (Possible 

answers: I could see how the boys fell into the well; I could see what China looks like; the pictures 

helped to tell the action in the story.) 

Would you rather have a long name or a short name? Why? (Answers will vary.) 

What custom in China changed? (Families gave their children shorter names.) 


Extension 13

Extension 13 

Phonics K • Tikki Tikki Tembo 


Introductions 

Talk about the importance of knowing someone’s first and last name. Model how to make 

introductions, such as: Hello! My name is Ms. Adams. What is your name? Encourage students 

to role-play situations where they introduce themselves to a new person, or introduce 

one person to another. 

Family Customs 

Discuss what a custom is. Invite students to talk about customs in their families.You may 

wish to begin by asking how they celebrate birthdays and special holidays. Encourage students 

to bring in photos showing family customs, and have them write about them. 

Let’s Go Fly a Kite 

Revisit the picture of the kite in the story. Explain that the Chinese are credited with 

inventing the kite. Kites are still popular today and are used in festivals and parades. Draw 

simple kite outlines, and invite students to draw and decorate kites they would like to fly. 


THE LITTLE ISLAND 

by Golden MacDonald 

illustrated by Leonard Weisgard 




Display the book cover and read the title. Identify the author and illustrator, and explain 

that Golden MacDonald is a “pretend” name for Margaret Wise Brown, the author of 

Goodnight Moon. Point out that the book won the famous Caldecott Medal. 

Use the cover to discuss what an island is. Then take a picture walk through several 

spreads. Ask: Who do you think this book is about? What do you want to find out about 

the island? 


How do you know it is spring on the island? (Possible answers: Trees and flowers are blooming; 

there are baby seals; birds are building nests; gulls are laying eggs.) 

What does the kitten want to find out? (how an Island is part of the land) 

What secret do the fish tell the kitten? (The land is all one land under the sea.) 

What happens during the night on the island? (Possible answers: Fireflies, bats, and owls come 

out; the wind whistles.) 


What seasons did the island pass through? (spring, summer, fall, winter) 

What did the kitten learn about faith? (to believe in things that you can’t know for sure) 

What did you learn about islands? (Answers will vary.) 


Extension 14

Extension 14 

Phonics K • The Little Island 


Create an Island 

Show and name islands on a map. Then have students use bowls, clay, and water to form an 

island. Demonstrate how to press clay around the bottom of the bowl and then form an 

island with some of the clay. Add water, and talk about the concept in the book: an island 

is part of the land. 

How Many? 

Draw a picture of an island on mural paper. Have students work together to draw the following 

items from the story: seven big trees; seventeen small bushes; one big rock. 

Students may wish to add other plants and animals to the mural. Have them count and 

label how many of each. 

Seasonal Changes 

Revisit illustrations in the book, and talk about how the changing of the seasons is shown in 

the story. Make a picture and word list to describe these changes. Then make a picture and 

word list to describe what happens when the seasons change in your part of the country. 

Compare the two lists.

Saxon Phonics K Literature Extensions Product - Saxon Publishers

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