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English Language Arts
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    Read - Strictly No Elephants

    Read - Strictly No Elephants


    Child(ren) will read the book Strictly No Elephants with an adult for the first time. Story will be re-read several times during the week.


    Child(ren) will be introduced to the book Strictly No Elephants and read with an adult for the first time. Story will be re-read several times during the week.

    This is a story about a little boy and his pet elephant. They are invited to a pet club, but quickly realize they are not invited.  As they are walking home, they run into another friend that was also not welcome to attend.  They decide to start a new club where everyone is welcome. 

    Background for Teachers/Parents

    Vocabulary with definitions:

    thoughtful -to think of others 

    strictly - not allowed or something that is not going to happen

    lift - to pick up and carry from one place to another

    welcome - to be included and wanted

    directions - an explanation of how to get to a place


    Instructional Procedures

    1st Read

    2nd Read

    3rd Read

    Ask these questions before reading the book. 

    The title of this book is Strictly No Elephants.  I wonder where the boy and his elephant are going.  As we read today, listen to where they are planning to go and what happens once they arrive.

    Yesterday we talked about not being allowed to attend one thing and then creating something new where everyone is welcome.  Today as we read, I will pause for us to look at the illustrations to help us determine how the boy and the elephant are feeling in the story.

    Yesterday we talked about the boy and his elephant and how they felt throughout the book.  Today, as we read, I want you to consider which animals are typically considered as pets and which animals are typically not pets.

    After the book is read, follow up with the following questions.

    What happened in the story?  What was the elephant not invited to attend?  What did the boy and his elephant do to turn their day around? What was the problem and the solution in this story?

    Describe how the boy and the elephant felt as they left the house? Walking to the pet party? Leaving the pet party? Meeting new friends?  At the end of the story?  What does it mean to make someone feel welcome?

    Which animals are typical pets in houses?  What animals in the story are not typically considered pets and why?

    Writing Prompts to tie to understanding of the story content.

    What happened at the end of the story?

    How do you think the boy and elephant felt when they saw the sign “Strictly No Elephants” hanging on the door?

    What animal would you like as a pet?

    *A more detailed approach to repeated reading can be found by taking LETRS for Early Childhood Educators written by Lucy Hart Paulson and Louisa C. Moats

    Time Frame & Group Size

    Time Frame: 15-30 minutes

    Group Size: Individual or small group


    Main Standards: 

    • ELA 3 & 4 yr. 1.3
    • ELA 3 & 4 yr. 1.4
    • ELA 3 & 4 yr. 1.5
    • ELA 3 & 4 yr. 1.8
    • ELA 3 & 4 yr. 1.9
    • ELA 3 & 4 yr. 2.2
    • ELA 3 & 4 yr. 2.4
    • ELA 3 & 4 yr. 2.5
    • ELA 4 yr.2.7
    • ELA 3 & 4 yr. .2.13
    • ELA 3 & 4 yr. 2.17
    • ELA 3 & 4 yr. 2.18  

    Additional Core Standards: 

    • LLP 3 yr. 6.6 and LLP 4 yr. 6.6
    • LLP 3 yr. 5.2 and LLP 4 yr. 5.2
    • HE 3 yr. 3.1 and HE 4 yr. 3.1
    • HE 3 yr. 3.3 and HE 4 yr. 3.3
    • ELA 3 yr. 3.1 and ELA 4 yr. 3.1
    • ELA 4 yr.3.2
    • ELA 4 yr 3.3



    Jamie Robinson

    with LETRS written by Lucy Hart Paulson and Louisa C. Moats