Use this strategy to help students to make connections with the text so they may understand it better. Be sure to begin by modeling an example for the students about a time that you lost something. (For example, I lost my keys.)

After reading Pgs. 28 – 29. Toad lost a button and his feet are sore from searching so long. Ask students if they ever lost something. Have them share with a partner how they think Toad is feeling. If they have lost something, have them also share what they would do.

P. 33. Share your connection with the students about whether or not Toad is feeling like you (from the example you shared with the students earlier). Ex. – I am wondering if he is feeling like I did when I lost my keys. I felt sad and frustrated and wanted to stop looking.

P. 36. Ask students if they can connect with Toad’s feelings now? Ex. – Have you ever been so angry you screamed? Have students share connections with a partner.

P. 37. Repeat the last three lines. Toad is feeling bad because he wasn’t very nice when Frog was being nice and spent a lot of time helping him. Ask students if they were ever mad about something and then felt badwhen they didn’t act very nice. (Partner share.)

Sometimes, when we see a tricky word, our brain wants to guess it or skip it. But a great way to figure it out is to say the word slowly and listen to all the sounds.

Let’s try with these words:

• Sparrow — Break it into parts: spar-row. Saying it slowly helps you hear the sounds and put them together!
• Square — Stretch it out: s-qu-are. Notice the blend at the beginning (squ) and the tricky "are" sound at the end.
• Shouted — Say each part: sh-out-ed. Listen for the “out” sound in the middle.
• Thick — Stretch it out: th-i-ck. Saying it slowly helps you hear the "th" sound at the beginning.
• Slammed — Break it down: sl-a-mmed. The double "m" makes the ending sound stronger.

This strategy can be demonstrated with all of the variations in punctuation. Model how despondent Toad feels as he and Frog retrace their steps in order to find the missing button. Then model how frustrated and agitated Toad becomes each time they find another button that does not belong to him.

There are many opportunities to model reading with expression in this text. Give students examples of statements when the author uses punctuation to illustrate expression of the characters and the differences in their moods. Ask children if they know what punctuation mark shows when a character is feeling excited or angry... or is feeling sad... In the beginning of this chapter, Frog is helpful and energetic. Later, the author’s choice in punctuation shows a slight change in Frog and Toad’s mood.

P. 32 —“Here is your button!” cried Frog. 
“That is not my button,” said Toad. “That button is black. My button is white.”

P. 35 — “Here is your button,” said Frog. 
“That is not my button!” shouted Toad.

This Frog and Toad book is a good fit for many first graders. Encourage the children to reread their favorite parts. There are also several other Frog and Toad books for the children to read more adventures of the amphibian friends. Perhaps they would like to read some non-fiction books about frogs and toads.