Many children have had experiences with building a snowman. To begin, ask children if they have ever built a snowman, and then have them turn to their shoulder-partner to talk about it. (Children living in areas without snow can discuss if they would like to build a snowman and what they imagine it would be like.)

Authors write for many different reasons: sometimes to inform, sometimes to persuade, and at times, to entertain. After reading the first page, ask children to predict the author’s purpose. After the reading, ask children to revist their predictions and determine if they are accurate. Explain the author’s purpose was indeed to entertain.

Authors write for many different reasons: sometimes to inform, sometimes to persuade, and at times, to entertain. After reading the first page, ask children to predict the author’s purpose. After the reading, ask children to revist their predictions and determine if they are accurate. Explain the author’s purpose was indeed to entertain.

Many children have had experiences with building a snowman. To begin, ask children if they have ever built a snowman, and then have them turn to their shoulder-partner to talk about it. (Children living in areas without snow can discuss if they would like to build a snowman and what they imagine it would be like.)

This story can be used to model various end punctuation marks, along with the differences in intonation associated with each type of sentence.

For example, on page 4, What do snowmen do at night? On page 20, It’s a wild ride down the hill! And on page 2, One wintry day I made a snowman, very round and tall.

There is great opportunity with this text to convey the excitement the snowmen are feeling. While reading, model with an excited voice and expression.

For example, on page 22, “‘WAAHOOOOOOOOOO!’ they yell” should be read loudly and with expression.