Kira Howe

Author Study-Kevin Henkes

November 7, 2016
EDU 555
Dr. Powell
Kevin Henkes Author Study
Book

Activity/Literacy Skill
Focus Literacy Skill: Text-to-self
Students will listen to the story and respond to
questions. As the story progresses the students will be
looking for times that peers were unkind or hurtful the
way that they spoke to chrysanthemum. Each time they
identify a hurtful word or phrase our paper heart will be
wrinkled. At the close of the story the students will add
a bandaid with their name on the wrinkled heart as an
apology. Before you speak think and be smart. Its hard
to fix a wrinkled heart!
After the reading the students will then complete a
worksheet about their names. Identifying consonants,
vowels, number of letters, why their name is special
and a person with a longer name and a person with a
shorter name than theirs.
Focus Literacy Skill: Making Inferences
Students will listen to the story of Lillys Purple Plastic
Purse and respond to questions. Throughout the
reading the students will make inferences about why
Lillys purse is special and what items she may have in
her purse.
After the reading students will create their own purse
and present their drawing. They will provide clues to
their peers as to what is inside their purse. The peers
will then use their knowledge of their peer and the
clues to make inferences about what they believe is
inside their peers purse.

Focus Literacy Skill(s):Text-to-Self & Compare and

Contrast
Students will listen to the story and ask questions. Why
was Wemberly Worried? How did she overcome his
worries?
Students will give examples of times when they felt like
they were worried. We will record our worries on an
anchor chart and then complete a writing activity where
they write about the time that they felt worried and
how they have overcome that worry using complete
sentences with details, once the writing has been
completed the students will then complete and
illustration to match their worry.
Focus Literacy Skill(s): Text-to-Text & Compare and
Contrast
Students will listen to the read aloud and answer
questions about a special item they currently have or
may have had. They will make text-to-self connections
to help them making text-to-text connections as well as
compare and contrast the book Owen with the 3
previous read alouds.
When the read aloud is over the students will choose to
compare Owen with their choice of one of the 3
previous read alouds using a graphic organizer provided
by the teacher.
Focus Literacy Skill(s): Characterization
Students will analyze the characters Chester, Wilson
and Lilly and their actions in the story. They will write on
a sticky note their thoughts about the characters or an
action of the character from the story and then place
each sticky note on the anchor chart for its
corresponding character.
After completing the reading and activity while reading
students will complete a writing activity. They will
identify how Chester has changed from the beginning of
the story to the end of the story. They will include 2
illustrations followed by an explanation with details of

how he has changed.

Focus Literacy Skill(s): Question the Author &
Compare and Contrast
Students will listen to the read aloud and answer
questions as well as pose questions about why the
author chose to write such a book. They will also use
this text selection to ask why these books relate to one
another and what they think Kevin Henkes finds to be
important.
Students will work together to identify the central
message or moral for each of the stories that have
been read throughout this author study.
Literacy Skills
1. Compare and contrast
2. Text-to-text
3. Text-to-self
4. Inferences
5. Question The Author
6. Characterization

Activities Analysis
The six books that have been selected for this second grade author study have been
selected to be introduced at times throughout the school year when students may need to be
reminded of kindness, loyalty and what Kevin Henkes states as individuality and tolerance. At
an age when many students are facing teasing and bullying in our schools more than ever I have
found this selection of books to be a great addition to teaching our students about individuality
and acceptance of one another's differences. Kevin Henkes uses social issues that our students
can directly relate to and uses his illustrations and text to help our students face and overcome
these issues.

For the start of our author study students will begin by listening to a powerpoint about the
author Kevin Henkes. The powerpoint will list the books that we will study as well as
information about our author. We will talk about the vocabulary terms; tolerance, acceptance, and
individuality and how they may look.
For the first read aloud the students will listen to the story of Chrysanthemum. We will
discuss how it feels to use unkind words and teasing. While reading the story the students will
identify the times throughout the story when someone has been unkind to Chrysanthemum. Each
time a hurtful word or phrase has been used a paper heart with be wrinkled. By the close of the
story our heart will be in a ball. We will then discuss how we can fix our hurtful words by using
kind words and apologies. Each student will receive a band aid with their name written on it to
be placed on the wrinkled heart. The teacher will then discuss with the students why the heart
may still be wrinkled even though we have apologized. The teacher will then glue on the quote
Before you speak think and be smart. Its hard to fix a wrinkled heart! Students will be able to
make text-to-self connections to show their comprehension of the read aloud. They will share a
time when they have had their heart wrinkled and how it has made them feel. At the close of
the discussion the students will work on an activity all about their name by completing a
worksheet that identifies their name, the vowels and consonants within in their name and why
their names are special.
The students will then read the story Lillys Purple Plastic Purse. During this
read aloud students will respond to questions and will use the literary skill of making inferences
throughout the story. Lillys purse is important to her and something that she keeps close to her.
She unfortunately focuses too much on her purse and not enough time on her school work.
Throughout the reading students will discuss various items that they have that make them feel

special or safe. We will finish the reading and complete a short activity where each student gets
to design their own purse. They will give clues as to what is inside of their purse. Their peers will
use their background knowledge on the student and the clues together to make inferences about
what they believe is inside of their peers purse.
The third book within our author study is Wemberly Worried. Wemberly is a young girl
who worries about everything and anything. Her parents constantly remind her that it is ok and
encourage her to not worry but Wemberly always worries. The students will be working on
making text-to-self connections while reading this story. The students will answer questions
about why she worried and what made her worry. They will then relate the story of Wemberly
and her worries back to a time that they have worried. They will share their worries on an anchor
chart. When everyone has shared a worry they will complete a 3-5 sentence writing activity
describing a time that they felt worried and why using details. Once they have completed their
writing they will complete an illustration to go along with their worry.
Owen is the fourth book to be read in this author study. Although this book is on a lower
reading level it is one that will be used to make text-to-text connections. Owen is a boy who
loves his fuzzy blanket, much like Lilly and her purple plastic purse and Wemberly and her
stuffed animal, Petal. As the story is being read aloud students will make text-to-text connections
between Owen and the three previous books that have been read aloud already. They will work
to fill in an anchor chart about the characters, the problem and the solution of each of the four
books. At the close of the read aloud the students will identify similarities and differences
between Owen and a choice of; Lillys Purple Plastic Purse, Wemberly Worried, and
Chrysanthemum by completing a graphic organizer.

During our reading of Chesters Way

students will use the literacy skill of

characterization to analyse the characters Wilson, Chester, and Lilly. The students will pause
throughout the reading to have a share out time and to write their thoughts about the character on
a sticky note that will be placed on the corresponding characters chart. At the close of the reading
the students will discuss how the character Chester has changed from the beginning of the story
by the end of the story. The students will then work to complete a character analysis worksheet
on Chester. They will identify who he was at the beginning of our reading and who he became by
the end by illustrating a picture and written explanation.
For the final read aloud selection in the author study the students will listen to the story of
Sheila Rae, The Brave. Students will work on the literacy skills of questioning the author as
well as compare and contrast. They will be encouraged to ask and answer questions as well as to
find the moral or central message of the story. When they finish reading the students will have a
discussion about the similarities they have seen through all six of the books. They will work in
groups to complete a worksheet identifying the moral or central message that belongs with each
book. They will then share what they have identified to be that message by having a share out
with their peers.

Reflection
I enjoyed creating this author study and as I was creating it I became eager to utilize it
within my own teaching. Kevin Henkes writes books that are a great addition to teaching about
tolerance, acceptance, individuality, and essentially bullying. I think these topics are very
important to discuss with our children and would be a great addition to the times throughout the
year when we see in an increase in these behaviors such as; after school breaks, bullying

awareness month, and before the close of the school year. I also found that since these books are
relatable and the students can make real world connections and access their background
knowledge they are a great addition to the curriculum that may be in place for literacy. Although
I only identified a few of the literacy skills I do believe these books can be used to teach many
more literacy skills beyond what I have chosen.
I look forward to using this author study and these books to teach to my own students. I
have thoroughly enjoyed challenging myself to think outside of the box to engage my students in
learning and utilizing various literary skills in an unconventional way. By creating this author
study I have been able to access my own creativity and curiosity as a teacher as well.