I Can REALLY Read!!!! - Products List

The following Guides have been independently developed by Ann Berg and are in no way affiliated with, associated with, sponsored by, or endorsed by the authors or publishers. These guides can be ordered with or without the accompanying books. Suggested grade levels for the books and guides are Kindergarten/First Grade (K/1), First/Second Grade (1/2), and Second/Third Grade (2/3).

Guide #1

Developed for Frog and Toad Are Friends by Arnold Lobel, copyright 1970 by Arnold Lobel. The relationship between Frog and Toad and the adventures depicted in these stories offer opportunities for comparisons to our own lives. This provides for easy conversation about the happenings and how they relate to happenings in our own lives. Helping children draw these comparisons gives them an important tool in understanding written content. Guide #1 offers ideas for discussions that lead to an understanding of the content and how it relates to the reader

Guide #2

Developed for Little Bear by Else Holmelund Minarik, copyright 1957 by Else Holmelund Minarik. This book contains four stories about Little Bear. Little Bear is adventurous, inquisitive, and has a great imagination. His experiences are common to those of most children. Mother Bear is an important character in these stories. Guide #2 helps the reader make comparisons, use imagination and evaluate problem-solving strategies

Guide #3

Developed for Morris the Moose by Bernard Wiseman, copyright 1959 by Bernard Wiseman. Bernard Wiseman created one of my favorite characters in children’s books. Morris is a moose who needs help understanding many things about the English language. In this book Morris meets friends who he thinks are moose. Comparing the likenesses and differences between animals is interwoven into this story. Politeness and handling disagreements are also important content Bernard Wiseman wrote into his stories about Morris.

Guide #4

Developed for Danny and the Dinosaur by Syd Hoff, copyright 1958 by Syd Hoff. Syd Hoff created a unique relationship between a boy named Danny and a dinosaur. Danny visits a museum and while there he sees a dinosaur. His thoughts come to life in the rest of this story. In this book and in others, Danny and his dinosaur friend spend many hours together doing things friends enjoy. Throughout this book you can talk about what is real/not real and possible/not possible. .The ability to evaluate content is a critical skill

Guide #5

Developed for Harry and the Lady Next Door by Gene Zion, copyright 1960 by Eugene Zion. Harry is a dog who has a problem. Because everyone has problems this story offers many opportunities to discuss problem-solving techniques and then evaluate outcomes. Additionally, the illustrations in the story give us information about the feelings of Harry and the other people. This story strengthens the skill of “picture reading” while reading the words of the story. Together, they help us understand the entire story.

Guide #6

Developed for Biscuit by Alyssa Satin Capucilli copyright 1996, by Alyssa Satin Capucilli. This is a story about a darling puppy with childlike characteristics, desires and emotions. This particular book and others about Biscuit are great for beginning readers. The correlation between pictures and text is strong, giving the reader great clues to the content of the story. Beginning readers are taught to use the pictures to help figure out what the words are saying. Biscuit’s desires are very similar to those of most children, making it easy for a child to understand what Biscuit is doing and why.

Guide #7

Developed for Dolphin by Robert A. Morris, copyright 1975 by Robert A. Morris. We learn to read so that we will be able to read to learn. In this book the reader learns many facts about dolphins. Every page offers an opportunity to talk about factual information. Additionally, the reader can make many comparisons between a baby dolphin and a young child. This is a great book to use to begin the skill of reading to learn.

Guide #8

Developed for Stuart Little: Stuart Hides Out, story by Susan Hill, copyright 2001 by Columbia Pictures Industries, Inc. Assigning human characteristics to animals is common in books for beginning readers. The combination of imagination and knowledge of self makes for fun reading. In this story the reader can apply what he knows about mice and cats. Each page offers a chance to predict what will happen on the next page. Turning the page then lets the reader “see what happens next.” Continuing this throughout the story leads to greater understanding.

Guide #9

Developed for Thank You, Amelia Bedelia by Margaret Parish, copyright 1964 by Margaret Parish. Margaret Parish created a delightful character in Amelia Bedelia. Amelia understands the English language very literally. Talking about how Amelia interprets her jobs as a maid is comical. The silliness will lead to great discussions about how Amelia is doing things and why. Multiple meanings for words is common throughout this book.

Guide #10

Developed for Who Will Be My Friends? by Syd Hoff, copyright1960 by Syd Hoff. In this story a little boy has a problem. Throughout the entire story he is trying to solve his problem. The problem is one most children can relate to; therefore, discussions about the problem and the various solutions will be easy and fun. Opportunities to discuss why his solutions do not work are also plentiful. Understanding the boy’s feelings throughout the story is another dimension. The ability to personalize what we read leads to greater understanding of the content.

Guide #11

Developed for The Big Balloon Race by Eleanor Coerr, copyright 1981 by Eleanor Coerr. Imbedded into this fictional story are many facts about hot air balloons. Reading this book gives the beginning reader an opportunity to learn about hot air balloons while enjoying a fun story. Selecting the content that gives factual information is a skill vital to being a critical reader. As the adult reading this with your child, you will be able to help with the pronunciations and meanings of new vocabulary.

Guide #12

Developed for Biscuit Goes to School by Alyssa Satin Capucilli, copyright 2002 by Alyssa Satin Capucilli. The little dog Biscuit wants to go to school like his best friend. In this story, great for beginning readers, there are numerous opportunities for comparisons and predictions. The story begins with questions. Answering them offers a lead into the content of the story. The strong link from picture to text gives the new reader assistance in understanding the story.

Guide #13

Developed for Frog and Toad Together by Arnold Lobel, copyright 1972 by Arnold Lobel. Arnold Lobel wrote several books that are perfect for beginning readers. They offer strong picture/text correlations, easy vocabulary, stories that children can easily understand and some silliness, which helps make the stories fun. Children know how friends should treat each other; therefore, they can easily understand the adventures of Frog and Toad. Discussions about what happens in the stories will enhance the understanding and create interest in what will happen next.

Guide #14

Developed for Morris Goes to School by B. Wiseman, copyright 1970 by Bernard Wiseman. If you have not read a story about Morris, you are in for a treat. Morris is a moose who needs help understanding many things about the English language. In this story, Morris realizes he needs to go to school to learn to read. The pictures are as important to understanding the story as the words are. Reading this with your child will give you the chance to explain all the confusions Morris has. Knowing what it is like to be in school helps in enjoying the silliness of the story.