I Know Here

Review the book with students showing them the front and back covers, endpapers, copyright and title pages. Tell them the names of the author, illustrator and publisher. Ask students what they think the book is about.

Some words may be unfamiliar or may be used in a different way than students have seen previously. Possible words for study include:

• bursting
• squishy
• deliver
• swooped
• disappear
• tobogganing
• leaving
• wooden
• prairies

Ask students to tell the central idea of the story. How do they know what that is?

Why does the author repeat the words “I know here” and “I know” throughout the text?

Ask students to summarize what they know about the narrator. How does she see herself? What is the most important thing they learn about the narrator? Do they think her brother feels the same? How does the narrator feel about where she lives? How do they know? “Have the people in Toronto seen what I’ve seen?” (page 16) What is she really asking? Have students describe the narrator’s feelings about moving at the beginning of the story and at the end. What is the difference?

Do students think the author lives, or has lived, in Canada? Why or why not? Do they think she has experience moving from one place to another? Why or why not? Have any students ever moved? Did they feel the same or different as the narrator did?

On page 2 she says “Soon we will all be leaving.” Who is the “we” in this sentence? Does it make a difference that it’s not just the girl and her family that are leaving?

Ask students to describe the words the author uses to show a change in the story. Why is this text important to the story?

There are examples of both literal and non-literal language in the story, such as:

• “He’s bursting with news.”
• “needles soft like a quilt”
• “gravel jumping up and dancing”

Literal language means exactly what it says, while figurative (non-literal) language uses similes, metaphors, hyperbole and personification to describe something often through comparison with something different. Lead a discussion about the types of non-literal language shown in the examples, and then ask students for examples of others.

On page 11, the girl says “The man inside the truck . . . delivers groceries.” What does this text tell students about where she lives? How does the author, through words, and illustrator, through pictures, show the road she lives on?

Can students describe the mood of the story? How does the text capture the mood? How do the illustrations create the mood? Is it important that the mood of the words and illustrations “match”?

Ask students to examine the illustrations and then describe the art, pointing to different pictures that support their description. What is unique about the illustrator’s style? Students can choose a part of the story and illustrate it in their own style.

Students who have moved can write about their experience. Students who have not can write about a place they’d like to move to.

Can students tell what art elements are carried through in both titles?

How does having read I Know Here enhance students’ understanding of From There to Here?

Show students the endpapers in each book, noting the yellow circle and the red star. What do students think the circle and star represent? Are the circle and star used elsewhere in the books? Why?

What role does friendship have in each book? Ask students to discuss why having friends is important.

How do the illustrations contribute to the sense of place in each story?

Lead a discussion about moving from one place to another. Why is it difficult? What are some good things about moving?