Mr.+Putter+and+Tabby+Fly+the+Plane

=//Mr. Putter and Tabby Fly the Plane// by Cynthia Rylant=

4. (//Phonics/Grammar//): Give students a set of cards with common abbreviations that they sort into titles, months, days, and “other.”
===5. (//Phonics/Grammar//): Give students sets of laminated cards where they must match words to their abbreviated form. Students then use a dry-erase marker to circle the letters in the full word that match the abbreviation.===

[[image:mr._putter_and_tabby_pic1.jpg align="left"]]
===__Before Reading the Story Aloud:__ On a “plane shaped” chart, students make predictions on what happens in the story by just looking at the pictures on the pages. What problems do you think Mr. Putter is having? What is wrong with Tabby?===


 * 1) ===Have a student come to the front of the room. What is a noun that describes this student? (child) Ask a few more to come up. “We have more than one….what does our noun change to?” (children). Find other nouns that change their spelling, other than “s” or “es” when we add more than one.===
 * 2) ===Students draw a picture of a singular noun on one half of their paper, then “multiply” the noun and write its plural form on the other side. This can be done on a whole sheet of paper, or done as a “flip book.”===
 * 3) ===Find plural nouns in the story of Mr. Putter and Tabby, list on a chart, and students create the plural form of the noun.===
 * 4) ===Provide students with two different-colored crayons or markers. Tell them to write the singular form of a noun (either one they create, or given to them, depending on their level) using one color on the front of an index card and the plural form on the back. Students write the plural form letters (whether they add –s, -es, or other) that are different from the singular form letters in another color.===