Book Summary
So Much to Learn is a collection of six poems about different topics and experiences children learn about through school and life. Topics include learning new words, making colors, using question marks, and doing homework. Approximate book level: O.

Build Background
Read the title of the book. Ask students to draw a picture of something they recently learned about or learned how to do. Discuss the importance of learning new information. 

Discuss poetry's rhymes and rhythms. Write the word learn on the board. Invite students to identify words that rhyme with learn. Write these words on the board. Remind students that not all ending sounds of rhyming words are spelled the same. (For example, learn and burn rhyme but have ending sounds that are spelled differently.) 

Explain that rhyming poetry follows a beat that is based on syllables. Write the title of each poem in the book on the board. Have students practice clapping the syllables in each word on the board. Ask volunteers to come to the board and put a slash mark between the syllables in each word. If necessary, remind students of the rules for dividing words into syllables (VCV: between the consonant and vowel; VCCV: between the two consonants; compound words: between the two words). 

Preview the Poem
Show students the front and back covers of the book. Discuss the pictures. Turn to the title page. Discuss the picture and the information on the page (title of book, author's name, illustrator's name). Ask students to explain what the topics of these poems might be based on the pictures and what they already know about topics. Explain to them that thinking about what they already know about the topics will help them understand and enjoy the book. 

Remind students about the presence of rhyme in some poetry. Read page 4 and ask students to tell you the two rhyming words at the ends of the first and second lines (rough and stuff). 

During Reading
Have students listen as you read the poem. Tell them to clap or raise their hand whenever they hear the second word of a rhyming pair. Read the book expressively and emphasize the words that rhyme in each pair of sentences.  

Use think-aloud strategies to remind students to use what they already know to help make sense of the poems. React to parts of the poems with facial expressions and gestures. 

Allow students to stop and ask questions during reading, especially if they do not understand something. Invite students to share how they connected to prior knowledge while reading or listening to the poems in the book. 

After Reading
Reader Response
Ask students what they thought of the poems. Have volunteers summarize the collection of poems or describe their favorite poem. 

Comprehension
Ask specific questions that allow students to demonstrate their understanding of the poems.

• How do you think the author feels about the importance of learning new things?
• What do you think the author's purpose was for writing this book? Why?
• How did the words in the poems create images in your mind?