* If You Give a Mouse a Cookie by Laura Numeroff



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Day One

Materials

* If You Give a Mouse a Cookie by Laura Numeroff

* Large T Chart on chart paper

* sticky notes


Read aloud the story If You Give a Mouse a Cookie. Discuss cause and effect an d how sometimes some events may only have one effect but others may have several. Think aloud with the books initial c/e. Read the first three pages and ask students if they have noticed any c/e. Take examples and list on the T chart. The cause on one side, the effect on the other.
Finish the story and have students, “Hold an example of c/e from the book in their brain.” Send students to seats and give each student two sticky notes each have them write the cause on one sticky note and the effect on the other. Have students bring up their sticky notes and share.

Day Two

Materials

*cause and effect cards



Give each student one index card. Students then stand up and try to find their partner who has the matching cause or effect. Once students find each other they need to decide which is the cause and which is he effect. Share with the group.
*I will be posting the cards soon!

Day Three

Materials

*Cause/ Effect examples and nonexamples


Draw a large T chart on the board.

Explain to students that we will be trying to figure out what examples and nonexamples of cause and effect look like. Ask for what students think nonexample means.

I would hold up a sign and have students stomp feet if they thought it was a nonexample and wave hands if they thought it was an example. This way everyone can participate and I can easily check who gets it and who doesn’t.
After all signs have been taped up in the correct place on the T-chart, ask students if they notice anything about the examples. Hopefully they will notice that most examples have the word because or so in it. Most basals refer to these as key words or clue words.
Then introduce the idea of reciprocal relationships. For example if a sentence says “Because it was a hot day, my ice cream cone melted.” Show students we can reverse the cause and effect and it still makes sense. “My ice cream cone melted because it was a hot day.” Show with the examples and then have students change the last few.



Day Four
Materials

*copy from the basal




I chose a page from our basal that had questions about cause and effect. It had a short reading selection and then students picked out cause and effect relationships.
We completed it on the overhead together for practice.


Day Five
Materials

*copy from the basal




I chose a page from our basal that had questions about cause and effect. It had a short reading selection and then students picked out cause and effect relationships and asked comprehension questions as well.
Students complete independently for a grade to assess cause and effect.






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