Part 3: Picture Books: The Rainbow Fish

The Rainbow Fish by Marcus Pfister

In this book, no fish wants to play with the vain and proud Rainbow Fish until he learns to give away some of his most prized possessions—his shimmering scales.

The lesson for this book can begin with the teacher reading the story aloud to the class. “For young children, reading aloud aids in linguistic development, increases their knowledge of vocabulary, and affects their active use of language” (CL 406). There have also been many studies which showed how reading aloud “produces significant gains in children’s reading comprehension while it further increases children’s knowledge of story structure, increases attention span, and broadens their horizons” (CL 406). This book would make a good read aloud book for many reasons. It has an interesting story and the audience gets to see how the Rainbow Fish’s personality changes for the better as he “discover[s] how to be happy” and how he is finally able to make friends because of that change (Pfister 13). This book also has wonderful pictures to go along with it. Pictures are important because they mainly serve to “reinforce the story” (CL 41). The “softness” and the cool colors used help to reinforce the idea that this story takes place underwater in the ocean. The addition of holographic paper which makes the Rainbow Fish’s scales shimmer like it is described in the book will also help to capture the audience’s attention.

After the book has been read, the teacher should ask what the students thought about it. Did they like it? Did they not like it? Why or why not? Letting the students form their own opinions about the book, without worrying about whether they are right or wrong, gives the students a chance to freely engage with the book. Let them know that they do not have to like every book—they may not be interested in the subject matter or they style the book is written or illustrated in. Also, “if a child starts a book…and after a reasonable time remains uninterested in it, make sure he or she knows that finishing is not required,” although this shouldn’t happen with short picture books (CL 418). Instead, at a later time, help them find another book they would enjoy more.

In this book, the Rainbow Fish learns how to share. One activity about sharing that can be done with the class is to give each student a handout that has the outline of a fish on it, complete with scales. Tell the students that they are going to color their fish many different colors, just like the Rainbow Fish whose “scales were every shade of blue and green and purple…” (Pfister 1). However, give each student only one crayon. In order to color their rainbow fish, they must ask each other for different colored crayons and share the colors.

Another activity that can be done in the classroom is to have each student write a short narrative (around three sentences) about a time they shared something with a friend or a family member (or how someone else shared with them) and how it made them feel. Students should also draw a picture to accompany their narrative. Compile these stories in a binder and have some students share their experiences with sharing.

The Rainbow Fish, even though he has “sparkling silver scales” is not the only one who is special (Pfister 1). Every person is special too. For this activity, you will need to cut out a fish pattern in different colors of construction paper. Each student gets a fish. On the fish, have them use pictures and/or words to describe themselves, their favorite things, or what they are good at. Make sure their name is somewhere on the front as well. Have each student share at least one thing they put on their fish to show the class how each student is unique. When they are done, take all the fish and display them on a very large piece of blue butcher paper.

At the end of the book, Rainbow Fish is finally able to make friends. How did Rainbow Fish feel without friends? Why are friends important? Have the students make a “story board” by folding a piece of construction paper into six or eight parts. In each box they should write one thing that they do for their best friend or friends (help with homework, keep company) or something that they do together (play, sleepovers, eat lunch). For each thing they describe, there should be a picture with it in the same box.

During this lesson, you could serve Goldfish® crackers as a snack. There are also fish shaped pineapple chunks or other fish shaped crackers. You could also make fish shaped sandwiches instead.

Children who like this book may also enjoy the other books about Rainbow Fish’s adventures.



Works Cited

“Beginning of the Year Activity Using The Rainbow Fish.” A to Z Teacher Stuff. 27 November 2009. http://atozteacherstuff.com/pages/503.shtml

Darigan, Daniel L., Michael O. Tunnell, and James S. Jacobs. Children’s Literature: Engaging Teachers and Children in Good Books. Upper Saddle River, New Jersey: Pearson Education, 2002.

Pfister, Marcus. The Rainbow Fish. NY: North-South Books Inc., 1992.