The Little Engine That Could Read-Aloud Stopping Points 1. After the page that says “The dolls and toys did not Know what to do” Ask the students to turn and talk to see if they have any ideas of what they would do . After the page that ends with “Please, please help us", ask the children whether or not they think this train will help. Why or why not? a. They might mention that the train said “What is the matter?” in a kind way b. The kids might also think that she will help because she is the train on the cover of the book. Intellectual Property of Heather Moll 2016The Little Engine That Could Read-Aloud Stopping Points continued 3. After the page that ends, “The little engine climbed and climbed,” stop and ask the students why they think the train keeps on saying “I think | can. | think | can.” The Little Engine That Could Discussion Questions 1. The blue engine repeats the phrase "| think | can" over and over again. At the end, she changes it to “| thought | could” a. Do you think saying those words helped the engine at all? Why or why not? b. Do you think it would have been any different if she said “I know | can | know | can."? Why or why ot? Intellectual Property of nm Heather Moll 2016The Little Engine That Could Discussion Questions continued 2. Were there other characters inthe book showing a growth mindset? If so, how? (The clown, the dolls, and the toys kept trying to get another engine even after they got told no by two other engines. The clown especially kept on trying even when others were ready to cry and give up) 3. Is there anything else that we do in our lives where we could use the thinking of the little engine? Would we need to say it out loud to make it work? 4. How else could we be positive about a challenge? Intellectual Property of Heather Moll 2016