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About the SeriesBETWEEN THE LIONS is named for a family of lions—Theo, Cleo, Lionel,and Leona—who run a library like no other on earth. The doors“between the lions” swing open to reveal a magical place wherecharacters pop off the pages of books, vowels sings, and words takeon a life of their own. The series combines innovative puppetry,animation, live action, and music to achieve its educational mission of helping young children learn to read.

Since its premiere on PBS in April 2000, BETWEEN THE LIONS has become a favorite ofkids, parents, caregivers, and teachers. The series has won three Emmy Awardsand many other honors. Each half-hour episode uses a comprehensive literacy curriculum to teach children while it entertains. Educators have found thatBETWEEN THE LIONS is an ideal way to teach reading, while encouraging children todevelop a love of reading and books. Children and their families have discoveredthat watching together is a great way to introduce literacy in the home whilelaughing, dancing, or singing along with the show!

BETWEEN THE LIONS is an innovative way to enhance any literacy program, frompreschool through early elementary school. Its lively songs, humor, and charactersare a valuable aid for helping children to learn—and love—reading. The educationalgoals of BETWEEN THE LIONS are to:• Model reading, writing, speaking, and listening behaviors.• Motivate children by demonstrating that reading and writing

is fun and crucial to other kinds of learning experiences.• Introduce viewers to the skills that will help them learn to read: phonemic

awareness, phonics, fluency, vocabulary, and text comprehension.• Acquaint children with a wide variety of text styles.

When you use BETWEEN THE LIONS in the classroom you may want to choose episodesthat connect with other topics and activities in your own curriculum, such as animals, transportation, or helping others. You can adapt any of the activities to suit your own classroom routines and teaching style. You may also want to:• Prepare your children for viewing by talking about the Lion family.• Encourage active viewing: discussing what’s happening on screen, singing

and dancing along, and encouraging children to interact with the characters. • Stop the tape periodically and talk about what has happened so far to be sure

they understand what’s going on.

These View-Read-Do activities are fun, easy to do, and support the educational goalsand skills of BETWEEN THE LIONS. They offer a wide range of literacy skill development.We have designed these activities to accompany some of the BETWEEN THE LIONS

episodes airing on your local PBS station. To purchase the videos, see VideoOrdering Information.

BETWEEN THE LIONS is funded in part by a Ready To Learn Television Cooperative Agreement from the US Department of Education through the PublicBroadcasting Service, and by the Corporation for Public Broadcasting. Major support is also provided by the Park Foundation and the Civil Society Institute.BETWEEN THE LIONS and related marks are trademarks of WGBH. PBS KIDS is a trademark of PBS. Used with permission. ©2002 WGBH/Sirius Thinking.

BETWEEN THE LIONS is produced by WGBH Boston and Sirius Thinking, Ltd.

About the Seriespage 2

View…a BETWEEN THE LIONS

episode (or part of an episode).

Read…aloud a book

that is related to the episode.

Do…a hands-on activity that extends the learning and the fun!

About the View-Read-Do ModelBased on the PBS Ready to Learn Learning Triangle, the “View-Read-Do” format is a suggested sequence for using BETWEEN THE LIONS in your classroom.First, View the show, then Read a related book, and finally Do something fun and active. (It is fine to change the sequence to fit your own needs, forexample, do-view-read, read-view-do, etc.)

The View-Read-Do Learning Triangle model is an educationally sound wayto use television in the classroom because:• Viewing high quality children’s television is a great way to introduce and

explore a topic.• Reading related books reinforces literacy skills.• Activities help children practice self-expression and listening skills,

learn vocabulary words, and acquire new information through personal experience.

Adapted from PBS Ready To Learn materials. Used with permission.

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Activity Episode Book Class Manifesto “Rats” Oliver Button Is a Sissy

by Tomie de Paola

Face Cookies “Oh, Yes, It Can!” The Gingerbread Manby Eric Kimmel

Family Cures “Teacher’s Pet” Mama Provi and the Pot of Rice by Sylvia Rosa-Casanova

Fan Mail “Little Big Mouse” Dear Mr. Blueberryby Simon James

Finger Play Rhymes “Poetry Day” Finger Rhymes and Hand Rhymes by Marc Brown

Home, Sweet “The Lost Rock” If You Find a Rock(Rock) Home by Peggy Christian

Monkey See, “The Chap with Caps”* Monkey Do!Monkey Do by Allan Ahlberg

Monster Puppets “Zoop! Zoop!” Abiyoyo Returnsby Pete Seeger

Moo Cow Café “Clickety-clack, Bunny CakesClickety-clack!” by Rosemary Wells

Obstacle Course “Farmer Ken’s Puzzle” Sheila Rae, the Braveby Kevin Henkes

Parade of Feelings “To the Ship! Tough Boris by Mem FoxTo the Ship!”

Plant Pals “The Good Seed” Flower Gardenby Eve Bunting

View-Read-DoContent Chart

BETWEEN THE LIONS is funded in part by a Ready To Learn Television Cooperative Agreement from the US Department of Education through the PublicBroadcasting Service, and by the Corporation for Public Broadcasting. Major support is also provided by the Park Foundation and the Civil SocietyInstitute. BETWEEN THE LIONS and related marks are trademarks of WGBH. PBS KIDS is a trademark of PBS. Used with permission. ©2002 WGBH/SiriusThinking.


View-Read-DoContent Chartpage 2

Activity Episode BookPuppet Talk “The Lucky Duck” Duck in the Truck

by Jez Alborough

Red Light, “Red Hat, Green Hat” Red Is a Dragon: Green Light A Book of Colors

by Roseanne Thong

Rhythm and Rhyme “Be Bop”* Who Bop?by Jonathan London

Robot How-To “Bobby the Sammy and the RobotsHopping Robot” by Ian Whybrow

Someone Special “But, Mama, But…” Mama, Do You Love Me?Portrait by Barbara Joosse

Sorting Letters “The Ram in the Nighty NightPepper Patch” by Margaret Wild

What Comes Next? “Why the The Rain Came Down Baboon’s Balloon by David ShannonWent Ka-boom!”

What’s Your Name? “Humph! Humph! The Day of Ahmed’s SecretHumph!” by Florence Parry Heide

Word Joust “Good Night, Knight” Knightsby Catherine Daly-Weir

* This video is currently not available for purchase.

Each View-Read-Do featured is two pages long. When making multiple copies,we recommend you make them double-sided.

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Video OrderingInformation.The Vowels 5 Video Set, $49.95*2.5 hours/WG1154Includes the following episodes:• Little Big Mouse• The Lost Rock• The Lucky Duck• The Ram in the Pepper

Patch• Red Hat, Green Hat

The Vowels Pair Up10 Video Set, $119.95*5 hours/WG1305Includes the following episodes:• Bobby the Hopping Robot• But, Mama, But…• Farmer Ken’s Puzzle• Good Night, Knight• The Good Seed• Poetry Day• Rats• Teacher’s Pet• To the Ship! To the Ship!• Why the Baboon’s Balloon

Went Ka-boom!

Individual Videos$12.95 each* (30 minutes)• Clickety-clack,

Clickety-clack!• Humph! Humph! Humph!• Oh, Yes, It Can!• Zoop! Zoop!

To place an order, please call WGBH Boston Video at 800-949-8670 or fax purchase orders to 802-864-9846.

To contact your educationalsales representative, pleasecall WGBH Boston Video (toll free) at 866-449-8372.

BETWEEN THE LIONS videos are also available through all major distributors.

BETWEEN THE LIONS is funded in part by a Ready To Learn Television Cooperative Agreement from the US Department of Education through the PublicBroadcasting Service, and by the Corporation forPublic Broadcasting. Major support is also provided bythe Park Foundation and the Civil Society Institute.BETWEEN THE LIONS and related marks are trademarks ofWGBH. All third party trademarks are the property oftheir respective owners. Used with permission. ©2002WGBH/Sirius Thinking.


* Plus shipping and handling, and tax where applicable.

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“Rats”

About the EpisodeWhen Leona’s feelings are hurt at the playground, she learns that althoughwords can be powerful things, they should not keep you from going whereyou want to go and doing what you want to do.

Class ManifestoAbout this View-Read-Do ActivityChildren can easily relate to the feelings Leona and Oliver Button experience when they are teased and words hurt them. By discussing the characters in the episode and in the book, children connect stories to their own life experiences. Brainstormingand living by a class manifesto encourages children’s social development and improves their vocabulary, concepts of print, and phonemic awareness.

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Oliver Button Is a Sissyby Tomie de Paola

About the BookOliver Button doesn’t like to do the things boys are “supposed” to do—he likesto dance. He gets teased mercilessly by his classmates for being a sissy. ButOliver continues doing what he likes best anyway. When they see him do histap dance routine, his classmates change their tune and call him a star.

Things to Talk about with ChildrenBefore reading the book, ask children if they were ever teased in a way that hurttheir feelings. Encourage them to share their experiences and how they felt. As you read, invite children to name how Oliver is feeling at different points inthe book, such as when the boys don’t wanthim on their team, when his parents sendOliver to dancing school, when he loses thetalent show, and so on.At the end, have children dance to showOliver’s feelings. How would Oliver move or dance if he was happy? Sad? If his feelings were hurt? If he was angry?

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BETWEEN THE LIONS is funded in part by a Ready To Learn Television Cooperative Agreement from the US Department of Education through the PublicBroadcasting Service, and by the Corporation for Public Broadcasting. Major support is also provided by the Park Foundation and the Civil SocietyInstitute. BETWEEN THE LIONS and related marks are trademarks of WGBH. PBS KIDS is a trademark of PBS. Used with permission. TV and activity illustrationsby Steven Mach. ©2002 WGBH/Sirius Thinking.


Class Manifesto page 2

Directions1. Explain that a manifesto is like a promise. Children will develop a class manifesto about how they treat others.

2. Invite children to brainstorm ideasfor being nice to one another, whatto do if someone uses words to hurtyour feelings, and what not to do ifsomeone hurts your feelings. Writetheir suggestions down on newsprintor poster board.

3. Discuss the ideas. Put a check nextto all the ideas children agree on.

4. On another piece of newsprint or poster board, write the manifesto.Include only those ideas from thebrainstorming session that all children agree with.

5. Let older children help you writethe letters they know. If they can, letthem fill in beginning or ending let-ters in a word, or letters they knowfrom writing their names.

6. Have all of the children write theirnames at the bottom of the mani-festo as a statement of agreementthat they will try to follow it. Provideassistance as necessary.

7. Post the manifesto in a prominentplace in the room. Refer to it oftenand encourage children to do so, too.

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Make a class manifesto about being nice.

Class Manifesto ActivityHelp children brainstorm and create a class manifesto about being nice. Forthis activity, you will need:• newsprint or chart paper• marker

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“Oh, Yes, It Can!”

About the EpisodeSpecial library guest Karen Kandel tells a tale from the Ashanti people of Africain which a yam, a fish trap, a piece of cloth, and a stool all surprise the villagersby talking. The Lion family is surprised to find that their very own library isfilled with unusual talking things, just like the African village from the story!

Face CookiesAbout this View-Read-Do ActivityHands-on activities like following a recipe and sorting ingredientshelp children see the importance of following directions, understand sequence, and realize that print carries meaning.Decorating cookies allows them to use their imagination to create something they heard about in the story.

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The Gingerbread Manby Eric Kimmel

About the BookOnce upon a time, an old couple decides to bake a gingerbread man. Whenthe gingerbread man pops out of the oven, he decides to run away. The oldcouple (and many others) race after him, but can’t catch him—until a craftyfox finally outwits the gingerbread man. However, “gingerbread men return,it’s said, when someone bakes some gingerbread.”

Things to Talk about with ChildrenBefore reading, ask children if they havehelped bake things at home.As you read the story, pause periodicallyand ask children to join in the refrain, “Youcan’t catch me, I’m the Gingerbread Man!”After you read the story, invite children tothink of some ways the Gingerbread Manmight have crossed the river to escape fromthe crows and avoid the fox.Ask children if they liked or disliked thestory and why.

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Face Cookiespage 2

Directions1. Place a piece of wax paper orother covering on a table.

2. Prepare the frosting and divide itinto several medium-sized cups. Adda different food coloring to each cupand place on table.

3. Have children sort the decoratingingredients into small cups.

4. Hand out the sugar cookies.

5. Help children spread some frostingon their cookies.

6. Children can use the decoratingingredients to make faces on theircookies.

7. Once the cookies are decorated, let children try talking to their cookiesand see what happens. Then theycan eat their cookies as you rereadthe story.

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Decorate cookies.

Face Cookies ActivityHelp children make their own version of the gingerbread man by decoratinglarge sugar cookies. (Please be aware of food allergies.) For this activity,you will need:• large sugar cookies • frosting, ready-made,

or make your own by mixing the following ingredients: 4 cups powdered sugar, 1 stick butter or margarine, 2 teaspoons vanilla,

3–4 tablespoons milk, andfood coloring

• decorating ingredients, such as: chocolate bits, raisins, gum drops,candy buttons, sprinkles, etc.

• small and medium-sized cups

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“Teacher’s Pet”

About the EpisodeCleo has the I-can’t-hear-or-tell-or-smell-if-someone’s-sneaking-up-on-me fluand won’t be able to go to her pride’s reunion if she doesn’t get well. Cleorecalls that she wrote down the cure in her journal years ago. Leona finds thejournal, Cleo locates the cure, and all is well!

Family CuresAbout this View-Read-Do ActivityBoth the book and the episode feature stories about a “cure” tohelp a sick family member feel better. The activity helps childrenconnect stories to their own lives and experiences. It also encouragesthem to express themselves verbally, artistically, and dramatically.

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Mama Provi and the Pot of Riceby Sylvia Rosa-Casanova

About the BookMama Provi’s granddaughter has the chickenpox, so she decides bring her a batch of arrozcon pollo. On her way from the first floor tothe eighth floor, where Lucy lives, Mama Provitrades some of her rice for bread, black beans,salad, collard greens, tea, and apple pie, andarrives at apartment 8F with a feast.

Things to Talk about with ChildrenBefore you read, ask children if they have ever had chicken pox or another illness where they couldn’t be with other people outside of their own familymembers. As you read the story, pause to let children predict what Mama Provi will tradeher rice for next. Invite children to chime in on the repetitive Spanish phrase, “En un dos por tres,”meaning “Lickedy-split.” You might want to write the Spanish words on chart paper.Talk with children about what makes them feel better when they are sick: special food? A special book or toy? A certain family member?

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Family Curespage 2

Directions1. Ask children to draw a picture ofwhat their families do for them whenthey are sick, or what they do fortheir families when someone is sick.

2. Encourage children to write a caption for their pictures. Childrenmay dictate, scribble, write a few letters, use logical spellings, or anycombination of the same.

3. Display their family stories on abulletin board or make a class bookof “cures” to place in the class libraryfor all to enjoy.

4. Children may also enjoy usingdolls and stuffed animals to act outtheir “cures.”

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Draw and write about how to make yourself or someone else feel better.

Family Cures ActivityHelp children express what their families do to help them feel better whenthey are sick, or vice versa. For this activity, you will need:• drawing paper• markers and crayons• dolls and/or stuffed animals

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“Little Big Mouse”

About the EpisodeAfter Lionel and Leona read the fable “The Lion and the Mouse,” they decide tostart a fan club for the heroic mouse who saves a lion trapped in a hunter’s net.

Fan MailAbout this View-Read-Do ActivityLetters are featured in both the book and episode. Lionel andLeona write a fan letter to the mouse featured in the fable “The Lion and the Mouse,” and Emily exchanges letters with her teacher, Mr. Blueberry. Participating in writing a fan letter to a BETWEEN THE LIONS character helps motivate children to write,and improves their concepts of print and phonics knowledge.

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Dear Mr. Blueberryby Simon James

About the BookEmily writes to her teacher, Mr. Blueberry, for information about whales, sinceshe thinks she has seen one in her pond. Mr. Blueberry writes back immediatelyand, while trying to assure Emily that she must be mistaken, shares factsabout whales as Emily has requested.

Things to Talk about with ChildrenAsk children if they have ever written a letter, mailed a letter, or received one inthe mail. As you read the book, ask children to comment on what they think is real or pretend in the story and illustrations. Why do they think so?After you read, talk about the letter the cubswrote to the mouse and the letters Emilyand Mr. Blueberry wrote to each other.What parts are needed for a letter? How areall the letters the same? In what ways arethey different?

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Fan Mailpage 2

Directions1. Explain what a fan letter is.

2. Ask children who are their favoritecharacters on BETWEEN THE LIONS.Why? What would they want to tellor ask this character?

3. Help the class choose one BETWEEN

THE LIONS character for a fan letteryou will write together.

4. Using Dear Mr. Blueberry as amodel, point out the different parts ofa letter: greeting, body, closing, andsignature.

5. What would children like to say inthe letter? Write their ideas on chartpaper.

6. Write a group letter, inviting children to pitch in their ideas forwhat to say. Ask children to draw pictures to go with the letter and tosign their names at the bottom of theletter. Then send the letter to:

BETWEEN THE LIONS

Class Letters/EP&0WGBH125 Western AvenueBoston, MA 02134

Children can also visit Leona’s and Lionel’s homepages on the BETWEEN THE LIONS Web site(www.pbskids.org/lions).

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Write a fan letter to a BETWEEN THE LIONS character.

Fan Mail ActivityHelp children write a fan letter. For this activity, you will need:• chart paper• marker or pen• drawing paper

• crayons or markers• envelope, stamp, etc.

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“Poetry Day”

About the EpisodeIt’s Poetry Day at the library! Theo offers a story poem, Robert LouisStevenson reads his poem “Rain,” a word picture poem, Lionel and Leonaperform a poem in two voices about words.

Finger PlayRhymesAbout this View-Read-Do ActivityLearning a poem with hand and finger movements helps childrendevelop and refine language skills. With this activity, they’ll have a chance to practice verbal skills such as listening, following directions, and rhythmic phrasing, as well as fine motor skills andcreative movement. This fosters comprehension, concepts of print,and rhyming skills (phonological awareness).

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Finger Rhymes and Hand Rhymesby Marc Brown

About the BookIn Finger Rhymes and Hand Rhymes, Marc Brownoffers 28 finger plays of familiar poems andnursery rhymes. Each poem is illustrated with a diagram that shows how to make the suggestedhand and finger motions.

Things to Talk about with ChildrenBefore you read, have children talk about—and recite if they can—theirfavorite poems. You may need to jog their memories by saying the first line ortwo of several nursery rhymes, for example. Choose several poems to read aloud from Finger Rhymes and Hand Rhymes.While you read, demonstrate to children how to do the hand motions. Invitechildren to do the hand motions with you as you read the poems several times.Discuss with children how the hand motions reflect the meanings of therhymes. Do any of the children know any signs from sign language?After reading, invite children to vote for their favorite finger play to perform again.

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Finger PlayRhymespage 2

Directions1. Write the words to several fingerplays on separate pieces of newsprintor poster board. Have children assistas they are able in writing letters orentire words.

2. Help children learn the words tothe poems. You might want to choosea poem that can be sung, such as“Quack! Quack! Quack!,” whichhelps give children auditory clues tothe words.

3. Have children choral or echo readthe poem while you track the printwith a pointer or ruler.

4. Demonstrate how to do the fingerand hand motions. Finger and handmotions help give children visualclues to the words of the poem.

5. When children put it all togetherand have had a chance to rehearse,invite other staff members, parents,etc., to the children’s finger play performance.

6. Some children may enjoy makingup their own hand and fingermotions to a poem. Read a poemfrom one of the Marc Brown books,but don’t show children the motions.Encourage them to devise their ownmotions to go with the words.

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Perform finger and hand rhymes.

Finger Play Rhymes ActivityHelp children learn and perform 1–3 finger plays. For this activity, you will need:• newsprint or chart paper• marker

• Finger Rhymes and Hand Rhymesby Marc Brown

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“The Lost Rock”

About the EpisodeA rock rolls out of his book and then can’t remember his way home—to thebook he belongs in. The rock feels sad and wants to find his way home. Thanks to a word-loving patron in the library who happens to be reading adictionary, the rock finally finds his home, the letter “r” page in the dictionary.

Home, Sweet(Rock) Home About this View-Read-Do ActivityYoung children are often curious about their outdoor surroundings.This book and episode both introduce rocks and describe placeswhere rocks “live” or can be found. In this activity, children go on a rock hunt, choose a special rock, then draw a new home for their rock. This provides an opportunity for children to exploretheir natural surroundings, develop a sense of inquiry, and use language to describe their rock. They also practice fine motor skillsby writing and drawing.

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If You Find a Rockby Peggy Christian

About the BookUsing photographs and simple facts, the bookdescribes where children can find rocks. It alsogives children an idea of the many sizes and textures of rocks, as well as someimaginative ways to play with rocks, from a skipping rock to a wishing rock.

Things to Talk about with Children

Before you read, ask children “Where have you seen big rocks? Small rocks?”Talk about the different sizes, colors, and textures rocks have. Introduce wordslike smooth, rough, bumpy, sharp, even, and uneven.As you read, ask children what they like to do with rocks. Have they everjumped over small rocks? Climbed on big rocks? Found rocks in a garden?After you read, ask children if they know any grown-ups who do things withrocks. Talk about people who study rocks (scientists) and people who design or build things with rocks (artists, builders, and architects).

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Home, Sweet(Rock) Home page 2

Directions1. Take children on a rock hunt to anearby park or place where smallrocks or pebbles can be found.

2. Let each child choose a favoritesmall rock to take back to the class-room. Ask, “Why do you like this onebest?” Have each child name their rocklike Leona did (she named the lostrock in the library “Larry”). They maywant to write the name on the rock.

3. In class, have children compareand contrast the different rocks, sortthem according to color and shape,line them up from biggest to smallest,or group them into other categories.They can also weigh their rocks, orrinse them and notice the changes intheir rock’s appearance.

4. Have children draw and decorate ahome for their rock. Older childrenmay be able to build a 3-D home fortheir rock using paper and tape (byfolding paper or rolling paper into atube).

5. Children may also draw a floorplanfor their rock’s home like an architectwould, with a kitchen, bedroom, etc.

6. Ask children to present their rockand its home to the class, explainingits name and the kind of home theycreated.

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Go on a rock hunt and find a rock a new home.

Rock Hunt ActivityFor this activity, you will need:• a place where children can walk

and find rocks or pebbles• paper or construction paper• markers and crayons

• tape or glue• stickers, glitter, or pieces

of ribbon (optional)

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“The Chap with Caps”

About the EpisodeIn “The Chap with Caps,” the famous author Babs Caplan turns to the Lionfamily to help her fix a story about a chap, a cap, and lots of chattering,copycat monkeys.

Monkey See, Monkey DoAbout this View-Read-Do ActivityThe stories featured in this activity are filled with predictable,rhythmic text that children will enjoy. The activity helps them develop listening skills and gross motor skills. It also gives children a chance to try a leadership role and to practice namerecognition (both their own name and the names of their peers).

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Monkey Do!by Allan Ahlberg

About the BookAn adventurous monkey escapes from thezoo and spends the day meeting new friendsin the outside world. He mimics everythingthey do—monkey see, monkey do!—fromdelivering milk and the mail to going to school and rescuing a kitten. When evening comes, he misses his mother and returns to the zoo.

Things to Talk about with ChildrenBefore reading, ask children if they have ever played the game Simon Says or Monkey See, Monkey Do. Ask a volunteer to explain how to play the game.As you read the book, ask children questions such as “What do you think willhappen next?” “How do you think the monkey will get back home?” Encourage children to join in the refrain, “Monkey see, monkey do!”How did the chap get the monkeys to give back his caps?Talk with children about the different ways the monkey feels throughout thestory (curious, helpful, hungry, mischievous, playful, smart, tired, brave, proud, sad,lonely, and homesick). Ask children if they have ever experienced some of themonkey’s feelings. If they want to, let them describe the situation (time, place,etc.) that inspired these feelings.

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Monkey See, Monkey Dopage 2

Directions1. Ask children to write their nameson a slip of paper and assist as necessary. Have everyone put theirnames into a hat or basket.

2. Draw one name out of the hat or basket. The name on the piece of paper is the child who will be firstto lead the game. Hold up the namethat was picked and let children say or guess who it is. Help themwith clues like the first letter, then congratulate them for guessing correctly.

3. Let the leader do three actionsthat the class will copy, like the mon-key in the story. The leader doessomething, like hopping on one footthree times. The class will then followthe leader by doing three hops on thesame foot.

4. Draw another name out of the hator basket, have children identify thename (with your help), and give anew child a turn to lead.

5. Continue until everyone has hada chance to lead the game.

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Play Monkey See, Monkey Do.

Monkey See, Monkey Do ActivityHelp children play a game of Monkey See, Monkey Do. You don’t really needany supplies for this activity, but to help children take turns leading thegame, you might use:• a hat or basket• small pieces of paper• pencils, crayons, markers, etc.

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“Zoop! Zoop!”

About the EpisodeIn “Zoop! Zoop!” Leona is frightened of the monster in the book Abiyoyo. Theo and Lionel make a monster mask to help Leona understand that themonster isn’t real.

Monster PuppetsAbout this View-Read-Do ActivityThe story of Abiyoyo, featured in the episode “Zoop! Zoop!” introduces new vocabulary words to children, including ukuleleand folktale. Making monster puppets gives children a chance towork on their fine motor skills. Art-related activities are also agreat way for children to develop their own creativity. Using thepuppets to retell Abiyoyo and Abiyoyo Returns helps children develop verbal and sequencing skills.

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Abiyoyo Returnsby Pete Seeger

About the BookIn this sequel to Abiyoyo, the townspeople decide to build a dam to keep theirtown from flooding. When they unearth an impossibly huge boulder that isin the way, the daughter of the ukulele-playing boy from Abiyoyo suggeststhat they wake up the giant Abiyoyo and have him move the boulder.

Things to Talk about with ChildrenBefore reading, explain what a dam is andwhy people build them. As you read the story, have children givetheir opinions about the girl’s idea. Do theythink it is a good plan or a bad plan? Whydo they think so?Have children predict that will happenwhen the magic wand breaks.After you read, ask children to suggest otherways Abiyoyo can help the townspeople, andhow the townspeople can help Abiyoyo.

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Monster Puppetspage 2

Directions1. Model for children how to draweyes, a nose, and a mouth on alunch bag.

2. Ask children to decorate theirmonster puppets with crayons andmarkers. Children can color the face,add teeth, ears, etc.

3. Invite children to glue on yarn ashair. They may also enjoy addingother details to their puppets withvarious craft supplies. Be sure to allowtime for the glue to dry before childrenstart playing with their puppets.

4. Read, review, or sing Abiyoyoagain, and encourage children tojoin in by playing the role of themonster with their monster puppets.

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Make monster puppets.

Monster Puppets ActivityHelp children create an Abiyoyo monster puppet out of a lunch bag. To makemonster puppets, you will need:• brown paper lunch bags• colored yarn and other craft supplies• glue

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“Clickety-clack, Clickety-clack!”

About the EpisodeWhen Cleo reads Click, Clack, Moo: Cows That Type by Doreen Cronin, Theogets very excited. According to him, typewriters are the Eighth Wonder of theWorld. Cleo and the cubs surprise him by fixing up his old typewriter, whichhe loves writing with, just like the cows and ducks in the story.

Moo Cow CaféAbout this View-Read-Do ActivityBoth the book and the episode will help children understand moreabout the purposes of writing. The cows in Click, Clack, Moo relaytheir message using typewritten notes; in Bunny Cakes, Max usesa different type of note, a grocery list. Making and using checklistmenus and signs for a pretend Moo Cow Café will give childrenpractice using print and foster imaginative and dramatic play.

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Bunny Cakesby Rosemary Wells

About the BookIt’s Grandma’s birthday. Max makes anearthworm birthday cake and then helpsbig sister Ruby make an angel surprisecake. Max goes to the store repeatedly for ingredients, but the grocer can’t readthe writing on his shopping list. Max finally solves the problem by drawing apicture of what he needs.

Things to Talk about with ChildrenAsk children if they have helped write a grocery list or seen one. Ask why grocery lists are helpful.As you read the story, invite children to tell why they think Ruby writes a list instead of just telling Max what she needs. Encourage children to predict if and how Max will finally get the grocer to understand what he needs.After reading, discuss why writing is important. Help children brainstorm a list of things you can write (your name, a note, an address, a recipe, a poem,a grocery list, etc.) and write their ideas on chart paper.

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Moo Cow Cafépage 2

Directions1. Designate a part of the room for the restaurant, and help the childrencreate a counter out of boxes or blocks.

2. Help children decide what kind ofrestaurant they want to have and thinkof a name for it. Make a sign for therestaurant. Write the restaurant’s nameon a stiff piece of paper or cardboardusing markers. Also make other signsfor the restaurant that say Open, Closed,Enter, Exit, etc. Let children decide whereto tape the sign(s) you made in therestaurant area.

3. Make a checklist menu with a fewitems for children to check off. Askchildren for ideas of which food itemsto include on the menu, and ask themto help you find pictures of the food inthe magazines and cut them out. Tape each picture next to the food word onthe menu. Write down a pretend pricenext to each food item on the menu.Then make copies of the final menu sothat each child will have a menu forordering.

4. Let children take turns being customers and filling out the checklistmenus to order their “food.” Childrencan also alternate standing behind thecounter and taking orders (by readingwhat was checked off and filling theorder). Older children might want touse a pad for the waiter or waitressinstead of using checklist menus.

Do

Create and use signs and menus for a pretend restaurant.

Moo Cow Café ActivityHelp children make and use signs and checklist menus for a pretend Moo CowCafé. For this activity, you will need:• supermarket flyers• food magazines• scissors• paper • markers• pencils

• tape• boxes or blocks to make a counter,

where children can order• milk cartons and other pretend food

(optional)• pretend money (optional)

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“Farmer Ken’s Puzzle”

About the EpisodeLionel is having trouble solving the puzzle in the computer game he is play-ing. Leona wants to try, but Lionel won’t let her because the game is for ages“seven and up” and she is only four. Instead of playing the game on the computer, Leona acts it out and solves the puzzle.

Obstacle CourseAbout this View-Read-Do ActivityThe characters in the episode and in the book face obstacles that they have to get through and solve. Planning, creating,labeling, and traveling through an obstacle course helps children gain vocabulary, improve their concepts of print, practice creative thinking and problem-solving, and improvetheir gross motor skills.

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Sheila Rae, the Braveby Kevin Henkes

About the BookWhen fearless Sheila Rae gets lost on the way home from school, it is herscaredy-cat sister, Louise, who helps her out of the unfamiliar “maze” andleads her back home.

Things to Talk about with ChildrenBefore you read, ask children if they haveever gotten lost. How did they feel? Whatdid they do?What other ways could the characters (in the show and the book) have solvedtheir problems?While you read, ask children to look closelyat the illustrations of Sheila Rae and Louiseand tell you what they notice.If children don’t notice, point out that Louise is following Sheila Rae home from school. Challenge them to find Louise in the illustrations.After reading, invite children to talk about how Louise was able to find the way home, but Sheila Rae could not.

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Obstacle Coursepage 2

Directions1. Have children plan and create anobstacle course that they can go over,under, around, between, and through.Here are some ideas:• Set up two rows of chairs for

children to go between.• Children can go through tunnels

(made by draping a sheet over some desks or chairs).

• Blocks can make a pretend river that children need to jump over.

• Children can crawl under a table.• A large object blocking a path

means children have to go around it.

2. Invite children to help you makelabels to place in the obstacle course.Make arrows and write direction wordssuch as in, on, off, up, down, enter, andexit on pieces of poster paper and tapethem in place as reminders to childrenof what they are to do at that part ofthe obstacle course.

3. Let children try out the obstaclecourse themselves. If they want to,they can make improvements and trythe course again!

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Create and travel through an obstacle course.

Obstacle Course ActivityHelp children create a class obstacle course. Use some of the following to makethe obstacle course (as available):• chairs• cushions• a table• a blanket or sheet• large, long cardboard

boxes or fabric tunnels• blocks

You will also need:• poster paper• marker• tape

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“To the Ship! To the Ship!”

About the EpisodeLionel and Walter Pigeon think all pirates were men, so they won’t let thegirls (Leona and Clay Pigeon) join their pirate game…until they find outabout the pirate Ann Bonney.

Parade of FeelingsAbout this View-Read-Do ActivityIn both the episode and the book, sad feelings are expressed. Leonaand Clay Pigeon are sad because they feel left out of the pirate game,while Boris the pirate is sad that his pet parrot died. Young childrenexperience a wide range of emotions that they might not be able toname yet. Naming feelings and marching in a Parade of Feelings is acreative way to develop both their emotional and gross motor skillsand can also help them build vocabulary.

Read

Tough Boris by Mem Fox

About the BookBoris von der Borch is a tough pirate—avery tough pirate. He is massive, scruffy,greedy, fearless, and scary. But when hisparrot dies, he cries and cries.

Things to Talk about with ChildrenAs you read the story, help children see and “read” the story within the storythat appears in the illustrations. Ask children to study the pictures of Tough Boris. Invite them to suggest a word that describes his feelings in each illustration. Invite children to chime in on the repetitive phrase, “All pirates are .” After reading, ask questions such as, How did Boris feel when his parrot died?How can you tell? What do you do when you feel sad? What would you do to help Boris?

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Parade of Feelingspage 2

Directions1. Talk about various feelings withchildren (delighted, angry, sad, excited,disappointed, surprised, nervous, scared,relieved, brave, etc.). How do they lookwhen they feel these different feel-ings? How do they act and what dothey do when they have these feelings?

2. Play charades with feelings. Modelsome facial expressions and bodymovements and have children namethe emotion you are portraying.

3. Invite children to draw faces show-ing one of the feelings you talkedabout together. These can be done ondrawing paper which children can

cut out, or on paper plates that chil-dren can glue or staple to craft sticksor heavy paper strips.

4. Encourage children to participatein a Parade of Feelings (childrenmight like to use the faces they madeto help them). Encourage children tobe dramatic with their bodies andfacial expressions. Try angry feelings—how would they look or march ifthey were angry? Scared, sad, orhappy? How about bored, proud, orsilly? End with a parade where theyact tired or calm.

Do

Talk about and draw different feelings.

Parade of Feelings ActivityHelp children talk about, identify, and name different feelings. For this activity, you will need:• drawing paper or paper plates• crayons and markers

• craft sticks or heavy paper strips• glue or stapler

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“The Good Seed”

About the EpisodeLeona and Cleo enjoy reading The Empty Pot by Demi in their garden togetheron the BETWEEN THE LIONS episode “The Good Seed.” In this story, Ping, a youngChinese boy who enjoys growing plants, is rewarded by the Emperor for hishonesty after he admits the seed the Emperor had given him didn’t grow.

Plant PalsAbout this View-Read-Do ActivityThe stories featured in this activity touch on meaningful themes,such as change, patience, beauty, the environment, and honesty.Discussing them gives children a chance to use new vocabularywords and share their own experiences. Planting seeds and watchingthem grow introduces children to science concepts and vocabulary,and helps them practice observation skills.

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Flower Gardenby Eve Bunting

About the BookHelped by her father, a young girl gathers supplies and plants a window boxflower garden as a surprise birthday present for her mother.

Things to Talk about with ChildrenBefore reading Flower Garden, ask children if they have ever planted a seed or watcheda plant grow.As you read the book, invite children to pretend to be the flowers that the girl andher father plant. Encourage them to puttheir feet into the soil, snuggle their rootsaround to get comfortable, and settle intotheir window boxes. Have children talk about whether the girl’smother liked her birthday present, and howthey can tell. Discuss other types of gardenschildren might know about, such as vegetable or park gardens.

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Plant Palspage 2

Directions1. Have each child draw, color, andcut out two eyes, a nose, and amouth.

2. Glue the faces on the plastic cups.

3. Fill each cup with soil. Sprinklegrass seed on top and cover lightlywith a little more soil.

4. Water the Plant Pals and put themin a sunny spot.

5. Add water as needed to keep thesoil moist.

6. Enjoy watching the “hair” grow.

7. Use scissors to give the Plant Palsa trim.

Do

Plant seeds and watch them grow.

Plant Pals ActivityPlant something together. Try a carrot top, a variety of seeds planted in a shoebox lined with a plastic bag and filled with soil, or a small outdoor flower or vegetable garden. To make Plant Pals, you will need:• plastic cups• scissors• colored paper• soil

• crayons or markers• glue• grass seed• water

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“The Lucky Duck”

About the EpisodeLionel tries to help a very cute duck from a very cute book stop being so cute.First, the duck becomes a leather-clad rock-and-roller...but he is still cute. ThenLionel rewrites the book, the duck is not quite as cute, and everyone is happy.

Puppet TalkAbout this View-Read-Do ActivityMaking stick puppets gives children a chance to build their finemotor skills. Using the stick puppets to retell the story helps childrendevelop comprehension and attend to sequencing (beginning-middle-end), character development, and dialogue. To extend creativity, children can use the stick puppets in other ways— interviewing characters, for example—that stimulate languagedevelopment.

Read

Duck in the Truckby Jez Alborough

About the BookLike the duck in “The Lucky Duck” who gets stuckbeing cute, the duck in Duck in the Truck gets stuckin the muck with his truck. Frog, Sheep, and Goatlend their help, and finally, with the help of Goat’s boat, Duck’s truck getsunstuck and off he goes. But now Frog, Sheep, and Goat are stuck!

Things to Talk about with ChildrenAs you read, pause occasionally and ask children, “What do you think will happen next?” Encourage children who can do so to supply the missing rhyme as you pause atthe end of a line. For example, read the frog’s line, “I’ll help you give it a...” andhave children chime in with “push!”After reading, invite children to ask the characters questions, such as “Frog, whydid you offer to help?” or “Duck, why didn’t you say ‘Thank you’ before youdrove off?” and “Goat, were you mad that Duck left you stuck in the muck?”Answer as if you were the character or have volunteers be the characters andanswer the questions.Brainstorm other ideas the animals could have used to get the truck out of the muck. Discuss manners, such as saying “please” and “thank you.”

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Puppet Talkpage 2

Directions1. Photocopy the pictures below soeach child has a copy.

2. Have children color and cut outthe puppet characters.

3. If you’d like, laminate both sidesof each character by using clear contact paper or packing tape.

4. Help children tape or glue a strawor craft stick to the back of each character.

5. Encourage children to retell thestory in their own words, using thestick puppets as props. Children mayalso want to interview the characters.Let children take turns asking a character questions like, “What isyour favorite food?” or “Do you knowhow to read?” while others take turnsas puppeteers and answer the interviewquestions in character.

Do

Make stick puppets and retell the story.

Puppet Talk ActivityHelp children create stick puppets of the characters in Duck in the Truck. You will need:• character art (below)• crayons and markers• scissors• straws or craft sticks

• tape or glue• clear contact paper or packing

tape (optional)

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Red Light, Green LightAbout this View-Read-Do ActivityBoth the book and the episode will help teach children about colors. They also provide opportunities to talk about traffic signs,environmental print, and basic traffic safety rules. Playing thegame Red Light, Green Light helps develop listening and grossmotor skills, and children’s understanding of colors.

Read

Red Is a Dragon: A Book of Colorsby Roseanne Thong

About the BookA young Chinese-American girl takes readers on a tour of ten colors, from a red dragon andyellow incense sticks to a green jade bracelet and a purple kite.

Things to Talk about with ChildrenBefore you read, draw a line down the middle of a large piece of paper. Write theword red (in red) in one column; write green (in green) in the other. Ask children toplay I Spy (“I spy something red” and “something green”). Let others guess thered/green objects. Write each object in the appropriate column. As you read, have children decide in which column to place the different objectsin the illustrations.After reading, discuss the colors that children see around them. Then introducethe topic of traffic lights. What are they for? What do the different colors mean?What would happen if there were no traffic lights? How does a person cross thestreet safely? How do blind people cross the street? Brainstorm other commontraffic signs and what they mean. Ask children who know a language other than English to teach the class the words for red, green, stop, and go.

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“Red Hat, Green Hat”

About the EpisodeIn “Red Hat, Green Hat,” Leona decides to make a hat like the one in the taleLionel reads to her. Because the hat is green on one side and red on the other,a feud breaks out in the library about the color of Leona’s hat. Luckily, thecubs figure out a clever way to bring peace back to the library.

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Red Light, Green Lightpage 2

Do

Play the game “Red Light, Green Light.”Red Light, Green Light ActivityHave children play Red Light, Green Light using a red sign for stop and agreen sign for go. For this activity you will need:• red and green construction

paper • markers or crayons• craft sticks, straws, or empty paper towel rolls

• scissors• glue, tape, or staples

Directions1. Decide whether you want to makethe signs yourself ahead of time, orhave children each make their own set.

2. Draw and cut out a red and greencircle (or have the children do so).Write STOP on the red sign and GOon the green sign.

3. Tape, glue, or staple the signs tocraft sticks, straws, or paper towel rolls.

4. One child stands at the front ofthe room with the STOP and GO signsand is the traffic cop. Everyone elsestands at the back of the room. Theobject of the game is to tag the trafficcop without being seen moving.

5. The traffic cop stands with his or her back to the rest of the group.Have the child say, “1, 2, 3—greenlight,” and hold up the green sign.The group can then advance towardthe traffic cop. When the traffic copsays “1, 2, 3—red light” and holds up the red sign, the rest of the groupmust freeze.

The traffic cop tries to catch anyonemoving by turning quickly to look.Anyone who gets caught has toreturn to the back of the room.

6. The child who tags the traffic copgets to direct traffic next.

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“Be Bop”

About the EpisodeWhen the Lion family reads Charlie Parker Played Be Bop, the sounds andrhythms of be bop get the whole library swinging. Even Busterfield finallycatches on.

Rhythm and RhymeAbout this View-Read-Do ActivityBoth the episode and the book help children tune in to rhythm and rhyme. By making and playing musical instruments and joining in a rhythm and rhyming circle, children can appreciate music in an active way. Making rhythm instruments helps children develop fine motor skills. Playing musical instruments allows creative self-expression.

Read

Who Bop?by Jonathan London

About the BookHares, lions, loons, frogs, lambs, and even snakes dance to the swingingmusic of saxophone-playing Jazz-Bo and his band down at the sock hop.

Things to Talk about with ChildrenAsk children to name any musical instruments they can, and if they like, imitate the sounds they make. Discuss how music makes them feel and which kinds of music are their favorites. As you read, emphasize the rhymingsounds. You might want to make a cardwith op written on it to hold up wheneverthe op sound occurs in the story.After reading, talk about how the rhythm ofthe words mirrors the music Jazz-Bo and hisband are playing. Reread part of the storywithout rhythm, perhaps in monotone, toexaggerate your point. Then reread thesame part with good rhythm and energyand have children tell you which readingthey liked better.

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Rhythm and Rhymepage 2

Directions1. Have children fill a container about halfway with any filling.

2. Help them close the containertightly. Invite children to shake or clap their container to make differentsounds.

3. Have children gather in a circleand play the shakers as a group (likean orchestra!). Let children experimentwith tempo (slow or fast), volume(loud or soft), and rhythm (the beat)on their instruments. Encourage themto move to the music.

4. Play some jazz, swing, or bebopmusic and have children join in bydancing and playing their instruments.

5. Reread Who Bop? and encouragechildren to play their instruments to the rhythm of the words.

6. With older children, try a rhymingcircle. Have one child say a word inthe op word family, such as bop. Helpthe next child find a word that rhymeswith bop, such as hop. Continuearound the circle until no one canthink of any more rhymes.

Do

Make and play musical instruments.

Musical Instruments ActivityHelp children make musical instruments and join in a rhythm and rhymingcircle. For this activity you will need: • rice• dried beans• popcorn kernels• pebbles• raw ziti or other kinds of pasta,

etc. (for the filling)• plastic containers with lids

• for the containers: shoeboxes with rubber bands or cardboard tubes (and paper and masking tape so you can tape tubes closed), etc.

• jazz, swing, bebop, etc., CDs, cassette tapes, or records (optional)

• CD, cassette, or record player (optional)

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“Bobby the Hopping Robot”

About the EpisodeLionel’s toy robot won’t hop the way it’s supposed to. Lionel rereads the directions and rebuilds it, but it still doesn’t work. Finally Leona has the idea to call the toy company. The Lions find out that there is a mistake in the directions.

Robot How-ToAbout this View-Read-Do ActivityBoth the episode and the book teach children about followingdirections, giving directions, and sequencing (what to do first,next, and last; beginning, middle, end, etc.). Making robots anddictating instructions for how to use the robot helps childrenpractice these skills.

Read

Sammy and the Robotsby Ian Whybrow

About the BookWhen Sammy’s marching toy robot suddenly stops working, Gran mails it offto the robot hospital. Gran gets sick and has to go to the hospital herself. SoSammy makes several robots to help Gran get well.

Things to Talk about with ChildrenBefore you read, talk with children aboutfollowing directions. What happens if youdon’t follow directions in the right order?What can happen if the directions arewrong?Give children a few directions to follow, suchas, “Put your finger on your cheek and stickyour tongue out,” or “Clap your hands,touch your toes, stamp your foot.” Then askthem to march like a robot.After reading, ask children for some ideas about why Sammy’s robots helped Gran get well.

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Robot How-Topage 2

Directions1. Have children draw their own version of a robot. Perhaps it is arobot that hops, like Lionel’s, ormaybe it is a marching robot, likeSammy’s. Encourage children to usetheir imaginations.

2. Children may want to decorate oradd details to their robots using craftmaterials.

3. Have children name their robot.Have young children write any lettersin the name that they can; you canwrite the rest. Older children mightbe able to write the robot’s namethemselves.

4. Invite children to dictate or writeone instruction about their robot, likehow to get it started.

5. Older children may enjoy makingtheir own robots like Sammy did.They can use small boxes, toiletpaper or paper towel rolls, aluminumfoil, pipe cleaners, cups, buttons, etc.,or whatever happens to be available.Let them look through Sammy and theRobots for ideas.

6. Have each child present theirrobot to the others: “My robot’s name is and it can

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Do

Draw robots and give directions.

Robot How-To ActivityHelp children create their own robots. You will need:• drawing paper• crayons and markers • craft materials (yarn, ribbon, buttons, aluminum foil, etc.)

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“But, Mama, But…”

About the EpisodeWhen Cleo takes a trip and leaves the library for a few days, Leona thinksshe’ll be more grown up if she doesn’t talk about how much she’s going tomiss her mama.

Someone SpecialPortraitAbout this View-Read-Do ActivityBoth the episode and the book offer opportunities to talk with children about their feelings and what to do when they feel sad,scared, or lonely. The story Mama, Do You Love Me? also introducesnew and fun vocabulary words. Creating a portrait of someonespecial encourages children to express their thoughts and sharetheir feelings with others.

Read

Mama, Do You Love Me?by Barbara Joosse

About the BookIn this story set in the snow-covered Arctic, a little girl wants to have her mother tell her thatno matter what, she loves her. The little girl asksthis same question in a variety of ways, but hermother always lets her know, “I love you becauseno matter what, you are my child.”

Things to Talk about with ChildrenBefore you read, explain who the Inuit are—Eskimo peoples who live in theArctic. Then introduce and explain some Inuit words from the back of thebook. Have children find the picture for each word while you read the story.As you read the story, invite children to predict how the mother will respondeach time the little girl asks a “what if?” question.After you finish the book, look at the animals and animal masks. What are thechildren’s favorite masks? What do they like about them?Encourage discussion about how Leona felt in the episode and how the motherin the book felt. What was the same? Different? Older children might discuss:How are you and your mother similar to and different from these characters?

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Someone SpecialPortraitpage 2

Directions1. Draw the outline of a head and neck on pieces of poster paper.

2. Ask children to pick a familymember for the portrait.

3. Have children think about thatperson and then use the art suppliesto create a picture that reminds themof that person.

4. Help children label their portraitwith the name of the family memberand who they are (e.g., Mommy,Daddy, my cousin, Grandma).

Do

Make a portrait of a family member.

Someone Special Portrait ActivityHelp children draw a picture of a special person in their family. For this activity, you will need:• poster paper• crayons and markers• colored yarn and ribbons• felt and other fabric swatches• glue

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“The Ram in the Pepper Patch”

About the EpisodeA rambunctious ram gets stung by a bee, so he leaves his book, butts every-one and everything in the library, and otherwise causes mayhem. When herefuses to return to his book, the Lion family comes up with a plan to con-vince the ram to go back to his story.

Sorting LettersAbout this View-Read-Do ActivityBoth the episode and the book show what happens when chaosreigns! Although mischief can be fun, it can also get out of hand.The ram needs to go back to his book, and the animal childrenneed to be sorted and sent to bed. Sorting upper case letters helpschildren with letter recognition and matching.

Read

Nighty Night by Margaret Wild

About the BookIt is bedtime on the farm, but the baby animalswant to keep playing. When each of the parentanimals says goodnight to his or her little ones, all of the baby animals haveswitched places—the chicks are in the sheep’s pen, the piglets are in the duck pond, the lambs are in the henhouse. After they are all sorted, the little animalsfind still other ways to stall.

Things to Talk about with ChildrenBefore you read, discuss the baby names of the animals featured in the book(pig/piglet, sheep/lamb, duck/duckling, hen/chick). You can expand the discussionto include other familiar animals (dog/puppy, cat/kitten, etc.).Talk with children about their bedtime routines. What do they do when they don’twant to go to sleep? What do they do to help themselves fall asleep? While reading, talk about words like rascals, scalawags, scamps, and tricksters. Definethem as needed. What kind of words are these? Can children think of similar words?Encourage children to predict which baby animals the parent animal will findwhen he or she says goodnight.After reading, invite children to describe how they think the baby animals were sorted into their proper places.

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Sorting Letterspage 2

Directions1. Cut paper into squares (approxi-mately 2-1/2" x 2-1/2" in size). Makeenough for two sets of letters. These“cards” should be able to fit insidethe cups.

2. Write an upper case letter on each card. Be sure to make two setsof letters.

3. Tape or glue one set of letters onthe cups.

4. Place the remaining cards in aresealable plastic bag.

5. Invite children to take the mixed-up letters out of the bag and sortthem into the cups they belong in.Children can reenact the story NightyNight as they play this game.

6. As an added challenge for olderchildren, add lower case letters andmatch them (Aa, Bb, Cc, Dd, Ee…) orcommon sight words, such as Heath’sten small words (a, the, is, that, you,of, in, and, it, to).

Do

Sort letters (upper case).

Letter Sorting ActivityChildren can sort letters into their proper “beds.” For this activity, you will need:• 26 paper or plastic cups• oaktag, index cards,

construction paper, or other type of paper

• marker• scissors• tape or glue• resealable plastic bag

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“Why the Baboon’s Balloon Went Ka-boom!”

About the EpisodeThe cubs want to play soccer in the library, but Theo explains—by reading thebook Because a Little Bug Went Ka-choo!—that one thing can lead to another, andanother, and another. Little does Theo realize, though, that his own wobbly pileof books has caused a chain reaction that leads to utter chaos in the library!

What ComesNext?About this View-Read-Do ActivityBoth the episode and the book describe chain reactions.Understanding cause and effect helps children learn aboutstory structure—how the plot or narrative of a story works. Inthis activity, children will invent a chain reaction story andillustrate the sequence of events. The concepts of cause andeffect, sequence, and narrative structure are all important fac-tors in comprehension and story writing.

Read

The Rain Came Downby David Shannon

About the BookIn this chain-reaction story, the rain makesthe chickens squawk, which makes the catyowl, which makes the dog bark, whichmakes the man yell at the dog, which wakesthe baby, and on and on and on and onthroughout a rainy Saturday morning.

Things to Talk about with ChildrenBefore you begin, explain that you are going to read a story about a rainyday that causes all kinds of problems. Ask children how rainy days can sometimes spoil things. Encourage children to chime in on the refrain, “And still, the rain camedown,” in the story when you give the cue.Invite children to predict what will happen when the rain stops.After you read the book, have children retell the story by trying to recall whathappened first, second, third, and so on. (Show the pictures to help childrenremember.)

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What ComesNext?page 2

Do

Invent and illustrate a chain reaction story.

What Comes Next? ActivityFor this activity, you will need:

• chart and/or mural paper • markers or crayons• tape

Directions1. Ask children to invent a chainreaction story. Help get them startedby thinking of an initiating event—for example, “One morning, thephone rang. Because the phone rang,Carlos jumped up to answer it.Because Carlos jumped up…”

2. Let children take turns adding onescene to the story. (Cue them to thinkabout cause and effect: Because ofwhat you just said, what might happen next?) As they add to thestory, take notes on chart paper tokeep track of the chain of events.

3. Tape big pieces of chart papertogether (or use the long muralpaper) to create a mural. Have children illustrate their event on themural. They can sign their names tothe section they drew.

4. Ask children what they drew and write a description under the illustration so you can retell the story together.

5. Have children retell the story usingtheir pictures.

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“Humph! Humph! Humph!”

About the EpisodeIt’s Designated Reader Day in the library and Lionel’s friend Gus, a strugglingreader, gets humphy when Leona asks him to read to her.

What’s YourName?About this View-Read-Do ActivityPreschool children can learn the letters and sounds in their names, and also how to write their names. Learning to read andwrite their names helps children improve fine motor skills and writing skills. While giving them a sense of pride, this task alsomotivates them to recognize letters in words and develop other print and phonics concepts.

Read

The Day of Ahmed’s Secretby Florence Parry Heide

About the BookAhmed, a young boy who lives in Cairo, Egypt, gleefully keeps a very importantsecret to himself while he works as a delivery boy during the day. Only when hegets home to his family in the evening will he divulge his secret—that he canwrite his name.

Things to Talk about with ChildrenBefore reading, ask if any children knowwhat their names mean, or who they werenamed after. Challenge children to identifythe letters in their own names.As you read the book, pause to explain anything children do not understand, suchas why Ahmed works, the way the peopleare dressed, and so on. Ask children to predict what they think Ahmed’s secret is.After reading, write Ahmed’s name on theboard. Then ask how many of the childrencan write their own names. Explain that they will all practice writing their names in the upcoming activity.

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What’s YourName?page 2

Directions1. Make simple name tags for children to wear. They can use theseas models to help them write theirnames themselves.

2. Have children “write” their namesusing alphabet blocks, magnetic letters, alphabet cereal, or pasta.

3. Encourage children to make anddecorate their own name signs fortheir desks or cubbies, to hang aroundthe room, or to bring home. They can use crayons, markers, picturesfrom magazines, etc. to decorate their signs, then attach string or yarn to hang them.

4. Each day (or week) ask for volunteers to demonstrate to the rest of the class how they can writetheir names on the board or on chart paper.

Do

Write your own name.

What’s Your Name ActivityHelp children practice writing their first names. There are many ways to dothis activity. Some supplies you might like to use are:• name tags• paper• writing instruments,

such as pencils, markers, crayons, etc.

• alphabet blocks

• magnetic letters• alphabet cereal or pasta• old magazines for cutting up• string or yarn• chart paper

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View

“Good Night, Knight”

About the EpisodeThe Sicilian Marionettes have come to the library to put on a puppet showabout a brave knight who will save a fair maiden if he can lift the magic curse.When Leona breaks a puppet, everyone wonders whether the show can go on.The problem is solved when Leona agrees to play the part of the maiden.

Word JoustAbout this View-Read-Do ActivityLearning about knights in the episode and the book may remindchildren of the popular “Gawain’s Word” segment on manyBETWEEN THE LIONS episodes. Physically acting out word blendingmakes learning about letters, word parts, and their sounds morefun and entertaining. Segmenting the sounds in words and puttingthem back together again helps children with vocabulary, compre-hension, and phonemic awareness.

Read

Knightsby Catherine Daly-Weir

About the BookWhile following seven-year-old William on his path from page toward knighthood in 1415, readers learn about life and customs in England in the Middle Ages as well as chivalry, armor, weaponry, and castles.

Things to Talk about with ChildrenBefore you read, ask children to share whatthey already know about knights, armor,jousting, etc. If children do not have muchbackground knowledge, assure them thatare about to learn more.Encourage children to talk about what theywould like best about living in the time ofthe knights, and what they think theywouldn’t like very much.After you read the book, invite children todiscuss what kind of person they thinkwould make a good knight. Remind students that girls can play heroic “knights” as well as boys.

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Word Joustpage 2

Do

Conduct a “Gawain’s Word” word joust.

Word Joust ActivityHelp children do a word joust like the knights do in “Gawain’s Word.” For this activity, you will need:• posterboard, oaktag,

or other heavy stock papercraft sticks

• scissors

• tape or glue• marker• props (hobby horses, plastic

helmets, etc.)

Directions1. Show children a clip of “Gawain’sWord” from this or another BETWEEN

THE LIONS episode.

2. Select a key word from the bookKnights or use the word hop.

3. Have children help you write theword on heavy stock paper. (hop)

4. Help children break the word intoits parts. Using scissors, cut the wordin two. (h and op)

5. Have the children tape or glueword parts onto craft sticks. Repeatthe process until everyone has a wordpart banner.

6. Pairs of children can “gallop”their puppets toward each other intheir own Blending Fields, saying theword parts. When their banners cometogether, children can say the wholeword and act it out.

7. Children may enjoy re-enactingthe knights in a “Gawain’s Word” segment. Provide props such as mopsfor horses, plastic helmets, etc., andlet children blend away!

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