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Good readers make connections to other stories they are reminded of. What stories are you reminded of as you read this book? What stories do you think Stella is reading?
Compile a list of the animals mentioned and illustrated in the text. Arrange them in alphabetical order.
Turn to the page where Stella has her feet in the pond. Create a chart with the following headings: Nouns, Verbs, Adjectives. Choose a noun and describe it (e.g. feet/dangling; frog/swimming; bucket/purple).
Bring a favourite bedtime story from home and share it with your classmates.
Discuss the kinds of books you enjoy. When and where do you like to read? Who do you read with? Do you like reading to a pet, sibling or friend? What do you learn from books?
Look at the cover and browse through the pictures in the book. What is Stella usually doing? Name things you see in the pictures.
Read the story as a class. Role play the dialogue between Stella and Sam. Pay attention to intonation when you ask questions.
Read your favourite English book to a younger student.
Storytelling is at the centre of this gentle adventure. Stella is watching over her little brother, Sam, who is busy building a shelter for his dog, Fred. Initially, Sam is rather disinterested in the books Stella reads and carries everywhere with her. When a book provides information about a caterpillar that he finds, Sam gains interest. By day’s end, Sam is hooked and wants a bedtime story, since “Fred can’t sleep.” Stella obliges, with a tale about a little boy—yes, named Sam—and his dog. Soft watercolour and line drawings bring a light, airy touch to the fine summer day; Stella’s dynamic red hair punctuates every page. Questions and answers between the considerate, ever-patient Stella and her inquisitive brother provide the narrative. “‘Do you think a wolf could blow Fred’s doghouse down?’ asked Sam. ‘A tornado couldn’t blow this house down,’ said Stella.” This book provides a good starting point for discussing story inspiration and how imagination can transform the everyday.
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