The Day the Crayons Came Home
The Day the Crayons Came Home
Daywalt, D., & Jeffers, O. (2015). The Day the Crayons Came Home. New York, NY: Philomel Books.
Reading Level: AD490L
Why Should You Read This Book?
- It teaches kids about inclusion.
- Quick jokes are used that the kids can catch.
- Kids love this book and find the jokes hilarious.
- The book is very interactive with the speech bubbles.
- The story is engaging and will capture students' attention and hold it.
- Quick jokes are used that the kids can catch.
- Kids love this book and find the jokes hilarious.
- The book is very interactive with the speech bubbles.
- The story is engaging and will capture students' attention and hold it.
This book would make a marvelous independent read.
Online Resources:
The Day the Crayons Came Home Video
This video is a reading of the story. I would use this video for English Language Learners and struggling readers to familiarize themselves with the language and to promote fluency.
https://www.youtube.com/watch?v=I1D1dyPBOvo
Drew Daywalt Video
This is a video of the author of the book promoting the book. I would use this video as an initiation because it is quick and silly and will get students interested in the text.
https://www.youtube.com/watch?v=fAWolzzeYQ4
Key Words
Comical, Adventure, Acceptance, Relationships, Family
Vocabulary:
Marooned: to abandon or isolate
Postcard: a form of mail people send that has a picture on one side and area for a short statement
Magnificent: splendid or beautiful
Sienna: a yellowish brown color
Indigestible: something you cannot eat
Horrified: shocked and upset
Desperate: needy and hopeless
Marooned: to abandon or isolate
Postcard: a form of mail people send that has a picture on one side and area for a short statement
Magnificent: splendid or beautiful
Sienna: a yellowish brown color
Indigestible: something you cannot eat
Horrified: shocked and upset
Desperate: needy and hopeless
Reading Strategy:
Before reading, have students create shades of meaning cards. To make it more fun, you could name the color cards off of the crayons in the book. Vocabulary from the text can be used and additional class vocabulary.
During reading, use echo reading to promote fluency among the class. They echo reading can be used when reading the postcards in the pictures.
After reading, have the students find colors and emotions associated with those colors, such as "green with envy".
Writing Strategy:
After the students have read the story, and identified a color and emotion, have them make "Color me ?" posters using the laptops. The students need to find images to represent what their color means but cannot google the saying, ex. the students cannot google "green with envy". This will promote students' inference making and vocabulary knowledge.
Before reading, have students create shades of meaning cards. To make it more fun, you could name the color cards off of the crayons in the book. Vocabulary from the text can be used and additional class vocabulary.
During reading, use echo reading to promote fluency among the class. They echo reading can be used when reading the postcards in the pictures.
After reading, have the students find colors and emotions associated with those colors, such as "green with envy".
Writing Strategy:
After the students have read the story, and identified a color and emotion, have them make "Color me ?" posters using the laptops. The students need to find images to represent what their color means but cannot google the saying, ex. the students cannot google "green with envy". This will promote students' inference making and vocabulary knowledge.
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