Pages 2 – 10 targets story sequencing. The larger pictures (pages 2-5) can be used for a classroom story board, or for individual students/small group sequencing tasks. The smaller pictures (pages 6-10) are combined with worksheets for each student. The students can cut out the pictures and/or words, sequence the story, re-tell it, and take it home. Parents would love to hear and see the story that you read with their kids during school! (These activities are differentiated, so they can be used with a variety of students).
Pages 11 – 12 targets story comprehension (and identifying the types of questions being asked - what, where, who, how). The first set (page 11) asks a variety of questions without picture supports for responses. So students must think of the responses on their own (or look back in the book). The second set (page 12) was made with picture supports. Each question has a choice of three responses (1 correct; 2 foil).
Pages 13 – 14 targets picture identification and negation (is it Halloween Candy, or NOT Halloween Candy). There are two game boards. One has pictures and directions written out for you. The other is blank and you can use it as you’d like.
Pages 15 – 17 include a picture “BINGO” game…although you don’t need to call out the BINGO letters for this one! Give each student a card (pages 15-16) and have them listen to the items being called (you can call the item by name, or you can call an item by function e.g., “this is something we can write with”). If they cover 5 pictures they WIN! Page 17 can be used for a variety of things –you can cut out and place each picture card in a bucket (or paper bag), draw out one picture at a time, and have your students place a marker on their board as you call out the pictures. Or you can use this board as a receptive identification board for item and/or function (“show me the…”,or “point to the one we write with”), or as an expressive vocabulary board (What is this?))
Pages 18 – 19 target expressive language and written language for older students. Both pages ask the student to draw a picture and/or write a short story, given a structured sentence starter. On the first page, the following writing prompt is provided - “My favorite thing about Halloween is…” On the second page, the following writing prompt is provided – “For Halloween I am going to be…” These activities encourage expanded language, descriptive phrases, and discourse between students.