THIRD READING: ANALYSIS – EMERALDALICIOUS

 

During this reading, your child and you have prior knowledge of how the text and illustrations fit together. Now, your interaction with the story will move to a higher level of thinking. The activities and questions below are considered “higher order thinking.” Activities and questions like these give the brain practice in being open to new ideas and creative thinking habits. Open-ended questions strengthen the brain by building new synapses (connections that increase our recall and retention).

 

For the third reading you have the choice of how you read the story with your listener:

~reversing roles. Your child tells/”reads” the story, and you become the listener and questioner. Encourage your child to use the details in the illustration to aid in remembering the story and knowing when to turn the page.
~alternating the reading of pages with your child.

~pausing to allow your listener to fill in the next word or complete the sentence.

 

DISCUSSION QUESTIONS:

~You read the wishes that Peter wanted to make. If you had Pinkalicious’s magic wand what wish would you make?

~How are Pinkalicious and Peter alike? How are they different?

~What is the main idea of the book? Does Ms. Kann have a message about junk and garbage?

 

ACTIVITIES:

~Check out the www.thinkpinkalicious.com website. Ms. Kann has written other books dedicated to a color. Use the Practickle approach to read these other books.

~Which of the vocabulary words highlighted in the Second Reading would you like to add to your Word Wall? Figure out ways that you can use these words in your everyday life.

strolling                              tiara                                  transformed

hue                                    moat                                 twine

recycle                                emerald

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SECOND READING: TEXT AND VOCABULARY – EMERALDALICIOUS

 

As you read the text, you’ll discover information to evaluate your First Reading predictions. Take time to discuss how the text explains the illustration. Talk about some of the vocabulary words that you’d like to highlight. Words such as strolling will be fun to add to your daily conversations, building the word into your listener’s long-term vocabulary. Watch the punctuation marks. Putting emphasis on sentences that end with an exclamation mark aids comprehension. (Miss Kann uses quite a few exclamation marks!)

 

TIP: Miss Kann uses words to tell you how the characters are talking. Use these words to enhance your reading. These different sounds aid comprehension and recall.

 

*Read the pages before you ask the questions.

 

Page 1:

~strolling:to walk slowly. From the text and the illustration, can we come up with a word to substitute for strolling that keeps the meaning the same?

~We now know who the boy is. Who is he?

~Who’s telling the story?

 

Pages 2 – 3:

~Watch for exclamation marks. Read these sentences with extra feeling and emphasis.

~tiara: her crown. Ask the reader what a tiara could be?

~What is more important to the girl, her tiara or her wand?

 

Pages 4 – 5:

~What causes the wand to sparkle? (loving and kissing the wand)

~Is the wand magic?

~What is the girl’s name?

 

Pages 6 – 7:

~Who made Pinkalicious’s crown and cape?

~What other word in the story means the same as crown? (tiara)

 

Pages 8 – 9:

~Why might the tree be sad?

~Do you think this is still Peter’s favorite park? Discuss.

 

Pages 10 – 11:

~Can you find the three items that Pinkalicious mentions in her rhyme? (They are in the throne.)

~transformed: changed. Why do you think the magic wand did transform the garbage into a throne?

~Why didn’t the magic wand make a castle for Pinkalicious?

 

Pages 12 – 13:

~Explain how the wand works.

~Can you find the three items that Pinkalicious mentions in her rhyme?

~hue: color. Miss Kann uses hue to complete her rhyme. Did the wand make flowers in every hue?

 

Pages 14 – 15:

Pinkalicious tells us the steps to follow to make the magic wand perform its magic.

~Were you correct when you made your observation about how the wand worked?

~Can you find the grapefruit, girdle, and glove? Your listener made need some help identifying girdle.

~What would it sound like on this page if you were standing with Peter and Pinkalicious?

 

Pages 16 – 17:

~tassel: a bunch of threads tied together and hanging as an ornament. Can you locate the television, towel, and tassel? The tassel might be the hardest to locate. Your listener might need you to explain what a tassel is.

~moat: a deep trench surrounding a castle for protection. Locate the moat.

 

Pages 18 – 19:

~Ms. Kann uses a variety of punctuation marks to tell us how to read the dialogue, such as: … (ellipsis).  An ellipsis is used when something is unfinished or interrupted. When you come to an … make a long pause.

~twine: a strong thread made by several strands of thread twisted together. Discuss Pinkalicious’s new outfit being made of twine and old telephone cords.

 

Pages 20 – 23

~On page 21, recycle: to reuse something, sometimes in a new way. Find the recycled hairbrush, hanger, harp, and high heel.

~On page 22, why might Pinkalicious look unhappy?

 

Pages 24 – 25:

~emerald: a clear green gem stone. What is an emerald? Why would Pinkalicious make the garden emeraldalicious instead of pinkalicious? (Green is the color associated with recycling and taking care of Earth.)

~How does Peter feel about the garden?

~transformed: changed in appearance. Look at the tree in the illustration. Has it transformed?

 

Pages 26 – 27:

~What are the sparkly seeds?

~Do you agree with Peter that the magic is gone?

 

Page 28:

~What will an EMERALDALICIOUS world be like?

~What might greenerrific mean?

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FIRST READING: ILLUSTRATIONS – EMERALDALICIOUS

 

During the first reading, you’ll be forming inferences and making predictions. You’ll be inferring what the characters might be saying to each other and predicting what the magic wand will make next. You’ll enjoy studying the wand’s magical creations. The illustrations are full of old objects that can probably be found in a junkyard or recycling collection center. Take time to look at the objects in each illustration. Some are new and some are from the past. Predict what the magic wand will put together for Pinkalicious and her brother, Peter.

Enjoy the beautiful illustrations in the front of the book. They will prepare your listener for the wonder of the illustrations to come.

*If the pages in your book are not numbered, page 1 is the page on which the text begins.

 

Page 1:

~What do you see on this page?

~How do the characters seem to be feeling?

 

Pages 2 – 3:

~Looking at the details, where do you think the characters are? Does this forest look like a regular forest?

~What has happened to the girl? How do you think it  might have happened?

~Why might the boy have a smile on his face?

 

Pages 4 – 5:

~Where do you think the wand came from?

~Look back at pages 2 – 3. Do you see the wand there?

~What do you think the girl and the boy might be saying to each other?

 

Pages 6 – 7:

~How did the girl get her cape and crown?

~What might the boy be saying?

 

Pages 8 – 9:

~Where to you think the characters are now? How might they have gotten there?

~Take time to look at the objects. Your listener might not recognize some of them old objects. If you have some special memories connected with some of the objects, share the memories with your child.

 

Pages 10 – 13:

~On pages 10 and 11, what objects to you see in the throne?

~What might have caused the throne to appear?

~On pages 12 and 13, look at the children’s faces. What might they be saying?

 

Pages 14 – 17:

~On pages 14 and 15, what is different about the birds?

~On pages 16 and 17, discuss the objects used to make the castle. Some of them are out-of-date. Share your knowledge and memories connected with any of the objects.

 

Pages 18 – 19:

~Why does the boy have one look on his face and the girl have a very different look?

~How do you think the girl might have gotten her new outfit? What is it made from?

 

Pages 20 – 23:

~On pages 20 and 21, discuss some of the objects used to make the magic carriage.

~The boy has a smile on his face on these pages. Why might he be smiling?

~On page 22, how does the girl seem to be feeling?

 

Pages 24 – 25:

~There is a lot to discover on these pages. Enjoy discussing the magic and the objects in Emeraldalicious Garden!

~Add sensory information. What might you hear in Emeraldalicious Garden? What might the children be saying? Would there be any special smells in the garden?

 

Pages 26 – 27:

~What seems to be happening to the wand? Can you predict why this might be happening?

~What might the children be saying to each other?

 

Page 28:

~What do you see?

~Why might the children be so happy?

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