Subject: Reading

Books about the Human Body

  • Me and my Amazing Body by Joan Sweeney.
  • Parts by Tedd Arnold.
  • See Inside Your Body by Katie Daynes and Colin King.
  • The Magic School Bus Inside the Human Body by Joanna Colen.
  • Hear Your Heart by Paul Showers.
  • Germs Make Me Sick, by Melvin Berger.
  • Why I Sneeze, Shiver, Hiccup, and Yawn by Melvin Berger.
  • The Skeleton Inside You by Philip Balestrino.
  • My Five Senses by Aliki.
  • Your Fantastic Elastic Brain by JoAnn Deak.
  • The Tooth Book by Dr. Seuss and Theo LeSieg.
  • N is for Nutrition by the Alphabet.
  • We Are What We Eat by Kristy Hammil.
  • Berenstain Bears and Too Much Junk Food.
  • Eating the Alphabet by Lois Ehlert.
  • The Fruits We Eat by Gail Gibbons.

Gregory, the Terrible Eater by Mitchell Sharmat.

Good Choice, Bad Choice

  • Ahead of time, make paper plate puppets with a smile on one side and a sad face on the other.
  • Give each child a paper plate puppet.
  • Tell your students you are going to play a game.
  • Instruct them to use their puppets to decide if the statement is “good” or “bad”.
  1. Take a friend’s pencils without asking
  2. Go outside to play without asking mom and dad
  3. Play with matches
  4. Walk away if someone is being mean to you
  5. Get mad at your mom when she won’t buy you a new toy
  6. Talk to mom and dad in a nice way
  7. Leave the classroom without anyone knowing
  8. Do your best everyday
  9. Play with your toys instead of cleaning your room as mom or dad asked
  10. Call your friends bad names
  11. Take your friend’s lunch and eat the treats
  12. Stay up late and don’t go to bed
  13. Kick the dog
  14. Tell your parents you love them
  15. Always say that you can’t do anything right
  16. Tell your parents a lie so they won’t go out on a dinner date

 

Ask the students to make other statements that are good decisions.

Comprehension Glove

  • Purchase a set of cheap work gloves.
  • On the palm side draw/write the following words: characters, setting, beginning, middle and end (follow instructions below).
  • Use different colors making the glove colorful and easily recognized.
  1. Draw a smiley face on the thumb nail, followed by the word Characters on the extension portion of the thumb, on the same side as smiley face
  2. Draw a small tree on the tip of the index finger, then the word Setting, on the extension portion of the finger on the underside of the glove
  3. Write a capital “B” on the tip of the middle finger, followed by a stop light and Beginning along the extension of the finger on the underside of the glove
  4. Write a capital “M” on the tip of the ring finger with a star burst under it then write Middle on the extension portion of the finger on the underside of the glove
  5. Draw a red octagon on the finger tip of the pinky finger…a capital “E” and write End along the extension portion of the finger on the underside of the glove
  • Use the gloves while working through the story’s sequence.

Story Timeline

  • Draw a long line on the tablet paper.
  • Ask the children what happened first, second, last.
  • Make a picture representing each item for your students instead of words.
  • Encourage the students to share information they remember about the story.
  • Leave tablet up around the room throughout the week.

Book on Kindness

  • One Good Deed by Terri Fields, illustrated by Deborah Melmon.
  • Because of You by B.G. Hennessy, illustrated by Hiroe Nakatais.
  • What Does It Mean to Be Kind? By Rano DiOrio, illustrated by Stephane Jorisch.
  • Brunhilda’s Backwards Day by Shawna Tenney.
  • The Hide-and-Scare Bear by Ivan Bates.
  • Ordinary Mary’s Extraordinary Deed by Emily Pearson, illustrated by Fumi Kosaka
  • A Hat for Mrs. Goldman: A Story About Knitting and Love by Michelle Edwards, illustrated by G. Brian Karas.
  • If You Plant a Seed by Kadir Nelson.
  • Zen Socks by Jon J Muth.
  • Last Stop on Market Street by Matt de la Pena.
  • The Smallest Girl in the Smallest Grade by Justin Roberts.

Bible Lesson: Walking in other’s shoes

  • Gather a variety of shoes, all sizes.
  • Place shoes in front of the children.
  • Ask them to pick a pair and wear them.
  • Tell each child about the shoes they chose.
  • Talk about some of the challenges in wearing other’s shoes.
  • Devise activities others would find easy but because of the shoes are challenging or impossible.
  • Encourage them to brainstorm reasons for why it might be uncomfortable.
  • Ask:  Why is it important to experience life from someone else’s perspective?

Ice Cream Parlor

Blocks:  Set out blocks and plastic farm animals and encourage the children to build a farm.

Dramatic Play:  Set up an imaginary ice cream shop and invite the children to scoop imaginary orders of ice cream for one another.  Have some children pretend to be cows and try to order only by mooing.

Cooking Project:  Mason Jar Ice Cream

Recipe from Delish

Ingredients

1 pinch of Salt

1 ½ tbsp Sugar

1/2 tsp Vanilla extract, pure

1 cup of Heavy whipping cream

 

Put all ingredients in mason jar and put the lid on tight and shake until it will coat the back of a spoon. Then freeze for three hours.  It can be enough for 2 small servings.

Song:  The Cow Says “Moo”

Tune: The Farmer in the Dell

The cow says, “moo”

The cow says, “moo”

Animal, animals on the farm,

The cow says, “moo”

 

Additional verse:

The horse says, “neigh”

The pig says, “oink”

The duck says, “quack”

The sheep say, “Baa”

 

I am a Cow

Tune: Do Your Ears Hang Low?

I go stand outside chewing cud all day.

I never run and laugh or even play.

But I have a very important job to do.

I make milk for you.

Books about Farms

  • Color Farm by Lois Ehlert.
  • Down on the Farm by Merrily Kutner.
  • The Flea’s Sneeze by Lynn Downey.
  • How Now, Cow? by Angela Chambers.
  • Open the Barn Door (A Chunky Flap Book) by Christopher Santora.
  • The Day the Goat Got Out by Miss Tory Teller.
  • Animal Farm: Fun Fact6s About Farm Animals by Baby Professor.
  • James Herriot’s Treasury for Children: Warm and Joyful Animal Tales by James Herriot and Jim Dale.

Cooking/Baking Project: Sharing Cookies

Read: The Doorbell Rang by Pat Hutchins

  • Read the story about sharing cookies.
  • Work as a class to make chocolate chip cookies to share at your school.
  • See recipe below or make your own favorite cookie recipe.

Chocolate Chip Cookies

Ingredients

  • 1 1/2 cups all-purpose flour
  • 1 teaspoon baking soda
  • 1/2 teaspoon salt
  • 1/2 cup unsalted butter
  • 1/2 cup firmly packed light brown sugar
  • 6 tablespoons granulated sugar
  • 1 large egg
  • 1 teaspoon vanilla extract
  • 2 1/4 cups semisweet chocolate chips

 

Instructions:

  1. Preheat the oven to 350°F and spray baking sheet with non-stick spray
  2. In a medium bowl, add the flour, baking soda and salt together
  3. In another large bowl, beat together the butter, and sugars about 2 minutes and is smooth
  4. Add the egg and vanilla and mix on low speed until mixed in
  5. Gradually add the flour mixture and mix in until just incorporated
  6. Add chocolate chips and mix together
  7. Using a tablespoon, drop the dough onto the prepared baking sheets
  8. Bake the cookies until the bottoms and edges are lightly browned approximately 9-13 min
  9. Let the cookies cool for 5 minutes on the baking sheets, then transfer the cookies to wire racks to cool completely
  10. Makes 18 -30 cookies depending on size
  11. Use ziploc bags to package up cookies for sharing

Books About Sharing

The Doorbell Rang by Pat Hutchins.

Feathers for Peacock by Jacqueline Jules.

Feast for 10 by Cathryn Falwell.

Should I Share My Ice Cream? by Mo Willems.

Mine! Mine! Mine! by Shelly Becker.

This is Our House by Michael Rosen.

One of Each by MaryAnn Hoberman.

The Boy Who Wouldn’t Share by Mike Reiss.

The Selfish Crocodile by Faustin Charles.

Writer’s Work Station

  • Print Blacklines 2.7a, 2.7b.
  • Cut apart the words and pictures; laminate them.
  • Collect all supplies listed to the left.
  • Place in a designated area for exploration.
  • Encourage your students to identify letters they might recognize; they could underline the letters and then practice that letter on the white board.
  • Encourage them to practice writing the words on the dry board, spacing between words and letters.
  • Encourage them to match the words with the printed pictures.
  • Observe your students and how they play; they will surprise you.

Bagel Party

  • Send a note home about a week before you read this book.
  • Ask the parents to send one of their child’s favorite bagels to school.
  • Provide a variety of toppings: butter, cream cheese, jam, peanut butter, etc.
  • Cut the bagels into 4th and separate.
  • Encourage your students to spread different items on the bagel to try something new.
  • Ask the students to imagine what a jalapeño bagel might taste like.

Note:  Investigate a specialty bakery for a jalapeño bagel for the students to try

Arbor Day Class Book

  • Print PDF: “I love you” by Sharon M.
  • Discuss with the student’s things they like about the earth.
  • Encourage them to draw different pictures around each poem.
  • Collect individual poems.
  • Encourage each student to dictate what they have drawn.
  • Make a class book.

During Reading: 1st Time

  • Print K-W-L.
  • Fill out the headings.
  • What I know? = K.
  • What I want to know? = W.
  • What did I learn? = L.
  • Ask:
  1. Do you think covered wagons were fast?
  2. What do you know about trains?
  • Show the cover of the new book Iron Horse.
  • Fill out the first section of K-W-L.
  • Read the theme book with few interruptions.

Fine Motor Skills:  Train Tracks

  • Build a train track.
  • Set it up in an out of the way area for the week.

Books About Prairie Life

Out on the Prairie by Donna M. Bateman.

A Tallgrass Prairie Alphabet by Claudia McGehee.

P is for Prairie Dog:  A Prairie Alphabet by Anthony D. Fredericks and Doug Bowles.

The Little House by Virginia Lee Burton.

The Hole Story: A Children’s Story about Prairie Wildlife by Sally Plumb.

My First Little House Books by Laura Ingalls Wilder

  • A Little Prairie House.
  • A Little House Birthday.
  • Summertime in the Big Woods.
  • Winter Days in the Big Woods.
  • Going West.
  • Going to Town.
  • Sugar Snow.
  • Winter on the Farm.
  • The Deer in the Wood.
  • Prairie Day.
  • Christmas in the Big Woods.
  • County Fair.

The Prairie

Theme book discussion questions:

Ask the following questions while reading the book again.

  1. How is a prairie different from where you live?
  2. Which is your favorite prairie animal?
  3. Which one of these animals scare you?
  4. Can fires be important on the prairie?
  5. Other questions?

Art Activity:

Create a Day on the Prairie picture:

  • Paper—either white or construction paper.
  • Pencil and/or crayons.
  • Create a prairie picture.
  • Share with the class what each student created.

Prairie Animals Video

Books about the Human Body

  • Me and my Amazing Body by Joan Sweeney.
  • Parts by Tedd Arnold.
  • See Inside Your Body by Katie Daynes and Colin King.
  • The Magic School Bus Inside the Human Body by Joanna Colen.
  • Hear Your Heart by Paul Showers.
  • Germs Make Me Sick, by Melvin Berger.
  • Why I Sneeze, Shiver, Hiccup, and Yawn by Melvin Berger.
  • The Skeleton Inside You by Philip Balestrino.
  • My Five Senses by Aliki.
  • Your Fantastic Elastic Brain by JoAnn Deak.
  • The Tooth Book by Dr. Seuss and Theo LeSieg.
  • N is for Nutrition by the Alphabet.
  • We Are What We Eat by Kristy Hammil.
  • Berenstain Bears and Too Much Junk Food.
  • Eating the Alphabet by Lois Ehlert.
  • The Fruits We Eat by Gail Gibbons.
  • Gregory, the Terrible Eater by Mitchell Sharmat.

Good Choice, Bad Choice

  • Ahead of time, make paper plate puppets with a smile on one side and a sad face on the other.
  • Give each child a paper plate puppet.
  • Tell your students you are going to play a game.
  • Instruct them to use their puppets to decide if the statement is “good” or “bad”.
  1. Take a friend’s pencils without asking
  2. Go outside to play without asking mom and dad
  3. Play with matches
  4. Walk away if someone is being mean to you
  5. Get mad at your mom when she won’t buy you a new toy
  6. Talk to mom and dad in a nice way
  7. Leave the classroom without anyone knowing
  8. Do your best everyday
  9. Play with your toys instead of cleaning your room as mom or dad asked
  10. Call your friends bad names
  11. Take your friend’s lunch and eat the treats
  12. Stay up late and don’t go to bed
  13. Kick the dog
  14. Tell your parents you love them
  15. Always say that you can’t do anything right
  16. Tell your parents a lie so they won’t go out on a dinner date
  • Ask the students to make other statements that are good decisions.

Book

  • Eating the Alphabet by Lois Ehlert.
  1. Read story and discuss the healthy food we should put into our bodies.

 

Playdough Bodies

  • As your students discuss the different types of systems, instruct them to create playdough parts: teeth, brain, bones, etc.
  • Cover the parts in plastic wrap and set aside.
  • After several structures have been created, begin to build the dough body.

Hint:  Make sure the representation is on a steady surface for storage and transport

Sequencing

  • Find the PDF document for T7-B1, sequencing board with picture cards.
  • Begin with a simple visual sequence.
  • Once a sequence is chosen, instruct the terms: first/last.
  • Then add a 3rd step/visual.
  • Rearrange the 3 steps to a familiar event or activity.
  • Order the 3 steps.
  • Sequence the 3 steps without pictures.
  • Increase the number of steps.

Note:  This activity should be practiced and then allow the children time to explore the activity on their own

 

Family Reading Time

  • Make a special reading spot with lots of pillows, blankets, sleeping bags etc. If possible build a tent to create an extra special place.
  • Is also important for its positive effects on reading aloud to children.
  • This contributes to such things as learning to take turns, sharing, and forging a strong bond between siblings.
  • Family reading need not be long and should be in addition to one-on-one reading with each child.
  • Listed below are a more books about penguin and Arctic subjects.

Reading A to Z

Penguins —Level S (Grade 3)

Penny the Rude Penguin —Level G (Grade 1)

Polar Regions of the Earth —Level S (Grade 3)

What in the World Is That? —Level G (Grade 1)

Bird Children—Level Y (Grade 5)

After Reading / Story Elements

  • Watch video clip.

 

Parts of a Story—Little Songs For Language Arts

  • Define the following topics:
  1. setting
  2. characters
  3. problems
  4. solutions
  • Review a simple story to identify the elements above. Use the story below:

Reading A to Z

I Need an Eraser—Personal Fiction–Level D–(Grade 1)

  • Read The Emperor’s Egg.
  • Determine each of the story elements:
  1. setting—Antarctica
  2. characters—Penguin Family
  3. problems—Very cold, no food near nesting grounds
  4. solutions—Parents take turns caring for egg and chick
  • Pick a picture to color in the Printable file.

During Reading

  • Practice the ASL for PENGUIN whenever they hear the word.
  • Read the book again.
  • After you are finished, answer the questions below:
  1. Where is the continent of Antarctica?
  2. Where is the coldest, windiest place on earth?
  3. When does the story begin?
  4. Who is the story about?
  5. What kind of penguin is the biggest penguin in the world?
  6. How does the daddy penguin keep his egg from getting cold?
  7. After the baby penguin hatches, what does the daddy penguins still have to do?
  8. What new job does the father penguin have after the baby penguin hatches?
  9. How does the mom penguin find her family?
  10. When the mom finds her family, where does the father penguin go?
  11. What is your favorite part of the story?
  12. What do you think would be the worst thing about being a penguin in the Antarctica?
  • Watch the video clip.

Baby Penguin Birth

During Reading

  • Introduce the vocabulary words with blackline E.
  • Cut words apart, underlining the beginning sound with a red marker.
  • Discuss the meaning of each word.
  • Color words that may be difficult to predict the meaning.
  • Review vocabulary from previous books.
  • Add the words to the Theme Word Board.
  • Model pointing to each word, emphasizing the beginning sounds.
  • Say each word as it is read, 1 to 1 matching.
  • This list is an excellent way to use pictures to figure out unknown words.
  • Watch video clip.

Smart Hands

  • Practice the ASL sign for
  • Read the story for the second time.

Library Trip

  • Approach the front desk for guidance if needed.
  • Find books about the following topics–
  1. Baby animals
  2. Arctic life (human and animal)
  3. Arctic Weather
  4. Alaska
  • As well as specific books:
  1. Arctic Tale
  • Once home read a book or 2 from your collection.
  • An additional book can be found in the Printable

Reading A to Z

  • Arctic Life—Level 2.

Books on Kindness

  • One Good Deed by Terri Fields, illustrated by Deborah Melmon.
  • Because of You by B.G. Hennessy, illustrated by Hiroe Nakatais.
  • What Does it Mean to Be Kind? by Rana DiOrio, illustrated by Stephane Jorisch.
  • Ordinary Mary’s Extraordinary Deed by Emily Pearson, illustrated by Fumi Kosaka.
  • A Hat for Mrs. Goldman: A Story About Knitting and Love by Michelle Edwards, illustrated by G.Brian Karas.
  • If You Plant a Seed by Kadir Nelson.
  • Last Stop on Market Street by Matt de la Pena, illustrated by Christian Robinson.
  • The Smallest Girl in the Smallest Grade by Justin Roberts, illustrated by Christian Robinson.

Books on Polar Bears

  • Follow the Polar Bears by Sonia W. Black.
  • Little Polar Bear: Just Like Father by Hans de Beer.
  • Polar Bear, Polar Bear What Do You Hear? by Bill Martin, Jr.

Transition:

Ask the children to walk like a polar bear

Sensory:

Provide ping-pong balls on which the children can draw polar bear faces Invite children to float their new “polar bears” in the Water Table

Game:

Play Duck, Duck, Goose, only say Brown Bear, Brown Bear, Polar Bear

Song:  The Polar Bear Song

Tune: I’m a Little Teapot

I’m a big polar bear in the snow.

And I know which way to go

I go on a hunt when I want to eat.

For some seal and whale meat.

  • Coloring Pages–Printable:
  1. P is for Penguin
  2. Polar Bear
  3. Eskimo Ice Fishing
  4. Eskimo Pattern

What to Wear if You Lived in the Artic

  • Watch video clips

Arctic Animals Clothing

Artic Animals Amazing Hair

How Do Penguins Keep Warm

Books about Penguins:

  • Busy Penguins by John Schindel.
  • Five Little Penguins Slipping on the Ice by Marcus Pfister.
  • Penguin Pete by Sonia W. Black.
  • Plenty of Penguins by Sonia W. Black.

Transition:

Encourage the children to waddle like penguins as they move from one activity to the next

Snack:

Make penguin food for a snack by mixing fish crackers and raisins

Song:  I’m a Little Penguin

Tune; I’m a Little Teapot

I’m a little penguin in the snow,

I waddle or swim wherever I go.

Some birds think the sun is nice,

But I really like the snow and ice.

After Reading: Comprehension Questions

  • Explore the pictures posted by individuals during the Iditarod Race.

Description Iditarod Trail sled dog competition in 2012

  • Read the book and while reading, ask questions that would interest the student.
  • When the story is complete ask the following questions:
  1. Why does the lead dog have to be the smartest and strongest of all?
  2. What would have happened if Balto had obeyed and run over the broken ice?
  3. How did Gunnar dry Balto’s paws?
  4. Why is there a statue of Balto in New York City?

More Stories of Balto

  • Watch video clips.

“Balto the Dog Who Saved Nome”

After they have watched the video ask the children questions related to the story. Here are few examples:

  1. Where in Alaska is the story taking place?
  2. What was wrong with the people?
  3. What was needed to help heal the people of Nome?
  4. What was the weather like?
  5. Could airplanes take the medicine to Nome?
  6. How would the medicine be transported to Nome?
  7. Who saved the day?

Independent Activity:

  • Have the student draw and color a picture of Balto on white copier paper.
  • Display their art work so they can see each other’s pictures.

During Reading

  • Review vocabulary words from Stepping Stones unit.
  • Model 1 to 1 matching with the word and picture and ask your child to copy what you just did.
  • Then look through the pictures of the book.
  • Different parts of the story can invoke different feelings.
  • Ask: How did different parts of the book make you feel?
  • Read the story.
  • As you read the story, stop at each page to allow the children to identify different feelings they are experiencing.

Predicting / Introduction and First Read

  • Look at the cover of the book.
  • Examine the details.
  • Define the role of the author and illustrator.
  • Locate the author’s and illustrator’s names.
  • Share information about the author and illustrator (see intro).
  • Discuss what kind of story might be inside the book.
  • Is it fact or fiction (true or imaginary/made up)?
  • Ask: What do you think this book is about?
  • Allow time to read the book through without interruptions.
  • After reading, ask your child to evaluate their predictions.

Cooking Project: Pancakes

The BEST Basic Pancake Recipe

Makes 8-12 pancakes

Ingredients

  • 2 cups flour
  • 1 Tbsp baking powder
  • 3 Tbsp white sugar
  • 1/2 tsp salt
  • 2 eggs
  • 1-1/2 cups milk
  • 2 tsp vanilla
  • 1 Tbsp butter or vegetable oil
  1. Preheat a griddle. If you’re using an electric griddle, preheat to 350 degrees.
  2. In a mixing bowl add flour, baking powder, sugar and salt. Mix well.
  3. Make a well in the center of the flour mixture and add eggs, milk and vanilla. Stir to combine. Remember, don’t overmix!
  4. On a hot griddle, add butter to coat pan to keep pancakes from sticking.
  5. Pour batter onto hot griddle, about 1/2 cup per pancake. More or less depending on the size you prefer. Let cook about 3 minutes, until bubbles begin to pop on the batter, and edges are brown. Flip pancake and cook other side for about 2 minutes.
  6. Serve hot with butter and maple syrup.

Source:  Frugal Living NW.com

Pancake Paper Plates:

  1. Paint the large paper plate the desired color
  2. Mix brown, white and a little bit of yellow paint to make tan
  3. Paint the bottom of 3 small plates
  4. Glue the little paper plates to the large one trying to layer them so they look like they are arranged like a stack of pancakes
  5. Mix glue and brown paint together
  6. Drizzle on top of the pancake to look like syrup
  7. Cut yellow paper in squares to represent the butter and glue to the top of the pancake pile

Pancake Races

  • Cut pancakes from foam to use to play several games:
  1. Practice flipping these with spatulas and small frying pans
  2. Allow the students to try to carry the pancakes on a spatula while walking across the room
  3. Try balancing the pancakes on their heads
  4. Throw the pancakes into the pan from across the room
  5. Play “Hot Pancake” (like hot potato)

We All Fit Together-Families

  • Ahead of time cut a large puzzle piece out of cardstock.
  • Number the pieces on the back for easier assembly.
  • Encourage the students to draw a self-portrait.
  • Trace the pieces in different colors to help the project look like a puzzle.
  • Use a title for the puzzle— “We All Fit Together”.

Note:  This project makes a great bulletin board

Craft Stick Family

·  Review the different types of people in the book (boy, girl, mom, dad, grandpa….).

·  Google Images:  Craft stick people.

·  Get some ideas for representing the different characters in the story.

·  Reenact the story once your figurines are complete.

Children’s Books about Disabilities

  • My Sister, Alicia May by Nancy Tupper Ling.
  • My friend Has Autism by Amanda Doering Tourville.
  • Ian’s Walk, by Laurie Lears.
  • Don’t Call Me Special by Pat Thomas.
  • Howie Helps Himself by Joan Fassler.
  • Sara’s Secret by Suzanne Wanous.
  • A Different Little Doggy by Heather Whittaker.
  • We Can Do It! by Laura Dwight.
  • The Pirate of Kindergarten by George Ella Lyon.
  • Eagle Eyes by Jeanne Gehret.
  • We’ll Paint the Octopus Red by Sephanie Stuve-Bodeen.
  • Thank you, Mr. Falker by Patricia Polacco.

Variations

  • Tell the student about a special gift you gave your mother or father.
  • Invite them to share about special time or gift with a family member.
  • Ask if they have to spend a lot of money on a gift?
  • What are some gifts that do not cost a lot of money?
  • Did it cost God a lot of money to give us the gift of His son?
  • Show the student the title and the author’s name.
  • Ask the student to look through the pages and predict what the story might be about.
  • Read through the whole book stopping now and then to ask the students what they think will happen next.

After Reading – Comprehension Questions

  • As you reread the story, ask the following questions to help develop comprehension:
  1. Look at the pictures of the children… do you think they are having fun?
  2. How do you know?
  3. Do the words and pictures do a good job of telling how much fun the children are having?
  • Make a list of words to describe the fun the children are having.

Follow-up Activity:

  • Look at websites to see animals that other illustrators have used.

Yahoo! image search:  Forest Animals of Washington State

 

Animal Treasure Hunt

(Re-read When We Go Camping with the following steps in mind)

  • The illustrator was skilled in adding a variety of animals to each page.
  • Have the children identify the animals on each page using a magnifying glass if needed.
  • Pay close attention to the hidden pictures—deer, bear, raccoon, otter, duck, cougar, goat, caribou, trout, wolf, mountain goat, skunk, and bobcat.

Book Time

  • Have the children gather their favorite library books.
  • Have the children take turns going into the tent to read their favorite book(s).
  • Have the children draw a picture representing their reading time.
  • Date the drawings and display them in the classroom.

Before Reading the Book “When We Go Camping”

  • Set-up a small dome tent in your classroom (or use blankets, chairs and clothespins).
  • Place camping items in your tent: sleeping bag, backpack, water bottle, flashlight, etc.
  • Discuss camping experiences with the children.
  • Allow the children to explore the tent.
  • Have the children gather together near the tent as you read the book When We Go Camping.
  • Read the summaries about the author and the illustrator (see intro).

Other books on camping

  • Bailey Goes Camping by Kevin Henkes
  • Little Critter at Scout Camp by Mercer Mayer
  • Maisy Goes Camping by Lucy Cousins
  • Oswald’ Camping Trip by Dan Yaccarino
  • Otto Goes to Camp by Todd Parr

Transitions—start the with “If I went camping I would bring….” Have the children take their turn finishing the sentence. As each child takes their turn, they try to remember what the children before them said and then add their own item at the end.  Then they can move to the next activity.

Snack—Make s’mores.  Give each child two graham cracker squares. Spread marshmallow cream on one cracker. And a few milk chocolate chips on top.  Microwave the bars for 10-15 seconds (Adult-only step).

Games—With the room set up for camping have the children play “I Spy with My Little Eyes” and will describe items that they might use while camping or items they might see outside. Play Flashlight Hide and Seek.  Turn off most of the lights in the classroom. Pick one child to be “It” and have that child count to 10 as the other children hide. “It” uses a flashlight to help him look for his friends that are hiding.

Introduction / New Book—

  • Begin the lesson by reviewing the days of creation.
  • Watch video clip and practice the song.

Creation Song with Max and Caden

  • Ask the children to share with the class what they know about birds.

Coloring Printables

  • Print File: Vocabulary Bird.
  • Color the bird.
  • Read Good-Night Owl.

Google:  Britannica School online

  • Choose:
  • Search:
  • A variety of short films, pictures, and articles are available.
  • Google Images:
  • Browse and choose several pictures to color.

Note:  We will use these images for different projects

Suggested Books

  • I Wonder Why Pine Trees Have Needles by Jackie Gaff.
  • Redwoods by Jason Chin.
  • Night-Night, Forest Friends by Annie Bach.
  • Who Lives Here? Forest Animals by Deborah Hooge.
  • Over in the Forest Came and Take a Peek by Marianne Berkes.
  • The Busy Tree by Jennifer Ward.
  • Looking for a Moose by Phyllis Root.
  • A Whiff of Pine, a Hint of Skunk by Deborah Ruddell.
  • Little Owl’s Night by Divya Srinivasan.
  • Forest Bright, Forest Night by Jennifer Ward.
  • About Habitats: Forests by Cathryn Sill and John Sill.
  • Terry Treetop and the Lost Egg by Tali Carmi.
  • Little Fox in the Forest by Stephanie Graegin.
  • Annie and the Wild Animals by Jan Brett.
  • Little Fur Family by Margaret Wise Brown.
  • Prickly Hedgehogs by Jane McGuinness.
  • A Tree is Nice by Janice May Udry.
  • A Leaf Can Be…by Laura Purdie Salas.
  • Who Will Plant a Tree? by Jerry Pallotta.
  • Squirrel’s New Year’s Resolution by Pat Miller.
  • Bear’s All-Night Party by Bill Harley.

Popsicle Sticks and Playdough

  • Write numbers 1-10 on a set of popsicle sticks.
  • Add dots on the popsicle sticks with marker to match the number written on them.
  • Children line up the numbers and stick them into the playdough.

Variation:  ABC’s, CVC, math patterns

Learning center ideas

  • Fine motor skills using clothes pins to hang items on a clothes line.
  • Have children hang clothes from smallest to largest on a clothes line.
  • Cut out shapes, and number them 1-5 or 1-10 and have them hang them on the clothes line in number order.

Book options:

  • Caps for Sale by Esphyr Slobodkina.
  • Career Day by Anne Rockwell.
  • Clifford, the Big Red Dog by Norman Bridwell.
  • Clifford’s Family by Norman Bridwell.
  • Clifford’s Puppy Days by Norman Bridwell.
  • A Color of His Own by Leo Lionni.

Read Aloud Mini Book: Noah

  • This week we have been exploring multiple facets of rain.
    1. First rain—flood
    2. First rainbow—after the flood
    3. The water cycles
    4. Rainbow formation
  • Create a mini book about Noah.
  • You can color the pages or print the colored template.

DLTK Growing Together

  • Follow directions for assembly.
  • Read the story several times.
  • Encourage the children to retell the story to family, friends, neighbors, or a stuffed animal.
    Other book on Rainbows:
  1. All the Colors of the Rainbow by Allan Fowler.
  2. The Crayola Rainbow Colors Book by Salina Yoon.
  3. Rainbow Fish by Marcus Pfister.
  4. What Makes a Rainbow? A Magic Ribbon Book by Betty Ann Schwartz.

Acting Out the Story

  • Discuss parts for acting out the story.
  • Select student actors and assign parts.
  • Gather props from the classroom: large box, tin-can phone, string, plastic jet, stuffed rabbit, etc.
  • Reenact the story “This is Our House”.
  • After recreating the story discuss ‘how to recreate the story by including everyone in the beginning.

Pre-Reading Activity: (Group Activity)

  • Divide a large white strip of butcher paper or poster board into thirds.
  • Label the columns.
  1. K = What I Know
  2. W = What I Want to Know
  3. L = What I Learned
  • Talk with the student as you look through the pages of the theme book.
  • Ask the student: What do you think this book is about?
  • Fill out their answers in the first columns of the K-W-L.
  • Ask: What do you want to know?
  • Fill out the second column of the K-W-L.

Find the Careers

  • Prior to reading the theme book ask the children to listen carefully to all the careers mentioned in the book.
  • Read theme book.
  • Ask the children to list all the careers they can remember from the book; there are 12 different careers discussed in this book.
  • Teacher is to write on a big post-it or white board as children list the careers.
  • The children choose a career, draw a picture and label.

Before Reading

Watch the following video clip:

“Career Day” by the Bazillions.

  • Brainstorm with the children about possible jobs they might like to have when they grow up.
  • Introduce the new theme book “Career Day” by showing the children the different parts of the book.
  1. Front of the book
  2. Back of the book
  3. The author’s name
  4. The illustrator’s name
  5. The title of the book
  6. Look at the pictures on the cover
  7. Predict what the book might be about

Note:  This book will create more questions than other units.  Take time to study the illustrations.

Sequence Cards

  • Take classroom photos of different activities throughout the day.
  • Print sample photo shots on cardstock for durability.
  • Ask the students to put them in order based on the class schedule.
  • Ask the parents to provide different activities from the children’s morning and evening routines.
  • Have the children place card pictures in chronological order.

Read Story: “Bein’ with You This Way”

  • Discuss the book and illustrations.
  • Refer to blackline masters: 4.7a-4.7i.
  • What are some things that the students noticed in the pictures or perhaps in the words or rhythm of the story.
  • Some differences to discuss: hair, eye and skin color, shape and size, etc.
  • Discuss uniqueness and our individual beauty.

Discussion: Friendship

Ask the students:

  • What does being a friend mean?
  • How do friends treat each other?
  • Do all our friends look the same? What are some of their differences?

Exploring Books:  Being a Friend

  • Ruthie and the (Not So) Teeny Tiny Lie by Laura Rankin.
  • The Selfish Crocodile by Faustin Charles.
  • A Visitor for Bear by Bonny Becker.
  • The Boy Who Wouldn’t Share by Mike Reiss.
  • A Bad Case of Tattle Tongue by Julia Cook.
  • What if Everyone Did That? by Ellen Javernick.
  • My Mouth Is a Volcano by Julia Cook.
  • The Pout Pout Fish by Deborah Diesen.
  • The Friend is Sad by Mo Willems.
  • Stand Tall, Molly Lou Mellon by Patty Lovell.
  • Big Dog and Little Dog by D. Eastman.
  • George and Martha series by James Marshall.
  • Poindexter Makes a Friend by Mike Twohy.
  • The Recess Queen by Alexis O’Neill.
  • Yo! Yes? by Chris Raschka.
  • Fox Makes Friends by Adam Relf.

How Do Dinosaurs Play with Friends? By Jane Yolen and Mark Teague.

Soccer Socks

  • Collect a variety of socks.
  • Sort socks and pairs.
  • Connect each pair with clothespins.
  • As the child becomes proficient add socks with subtle differences in color, size, and design.

Flying Disc Soccer

  • Copy blackline 3.22 onto black construction paper.
  • Cut out six pentagon shapes.
  • Count how many sides a pentagon has.
  • Begin gluing the first pentagon in the middle of the plate and glue the remaining black pentagons around the outside of the plate.
  • Use a black marker to connect the pentagons forming white pentagons.
  • Allow to dry thoroughly.
  • Practice throwing the disc back-and-forth.

Theme Word Wall

Watch video clips:

Olympic.org –Tribute to Mia Hamm

Introduce the vocabulary words in blackline G.

  • Cut words apart, underlining the beginning sound with a red marker.
  • Add words to the Theme Word Wall.
  • Point to each word, emphasizing the beginning sound, 1 to 1 matching.
  • Listening is a key part of reading. Encourage children to tap their head when they hear any of the words from the Theme Word Board or theme book.

Additional Books for letter G:

  • Gingerbread Man by Jim Aylesworth.
  • Goodnight Moon by Margaret Wise Brown.
  • Growing Vegetable Soup by Lois Ehlert.

Poem

G is for Gorilla

Gi is for gorilla.

Gallop, and go,

G is for watching

Green grass to grow.

(Use g words with the hard-g-sound)

Song

Tune: Row, Row, Row Your Boat

G, g the letter g,

Oh where, oh where, have you been?

In glue, and green and grapes and glove

And in my giggly grin.

“Book Bag”

Reminder: “Book Bag” provides opportunity for fresh periodicals.  Send the “Book Bag” home frequently, 1 to 2 times a week.  Read the books when the opportunity presents:  before lunch, after recess, “time” fillers, or chill zone.  Keep instruction sheet in book bag.

Suggested topic:  Community friends…. fireman, policeman, etc.

Face Matching – Pre-Reading Activity

This activity can be a great way to introduce emotions and their written name.

  • Use the 1 sets of facial expression photos that you saved during the Who’s Smiling
  • Print words to match each emotion and turn the words and pictures upside down.
  • Place cards upside down and have children play concentration.

Fun Variations:

  • Use the 2 sets of facial expression photos that you saved during the Who’s Smiling
  • Find a feeling face and tell a friend how the picture makes you feel.
  • Match opposites.

Colors and Feelings: Finding Emotions

  • Color can be associated with many feelings.
  • Look through your crayons, markers, and colored pencils. Pick a few of your favorites.
  • Discuss with the children how different colors make them feel.
  • Take an 11 x 17 piece of paper and divide into squares.
  • Have the children count the number of squares; tell them that they need to choose one crayon per square.
  • Have the children color each square with a different color.
  • Have the children match each color with “word feelings” (i.e. sad, happy, mad, etc.).

Emotions – Social Emotional

Share and discuss with the children photos of people showing various emotions. Ask them how they think the people feel in each picture.

Whose Smile

  • Take a photo of each child making different facial expressions: (i.e. happy, sad, scared, mad, sleepy, surprised, etc.).
  • Print 3 sets of colored copies of each child’s photos on card stock paper (Save two sets for future activity in the Fine Motor section called: Face Matching).
  • Laminate for a book that will last longer (see picture illustration).
  • Create a cover with a collage of pictures.
  • Bind book using a hole puncher and “O” rings.
  • Print out words to match each expression.
  • Help the children match the words with each picture.

Note:  This project will take several days.

Use the video link below for another fun and simple way to teach the children about emotions and behaviors. The feeling faces can be used throughout the school year in a variety of ways.

Feeling Faces 

Book Bag

Book variety is always a challenge.  The “Book Bag” provides opportunity for fresh periodicals.  Send the “Book Bag” home frequently, 1 to 2 times a week.  Read the books when the opportunity presents:  before lunch, after recess, “time” fillers, or chill zone.  Use the fabric pens to decorate the bag to fit the make-up of the classroom.  Make sure an instruction sheet is included with the bag, or add a notation to your first newsletters.

Suggestion: Interview each student and ask them about their interest. Generate a list of their favorite topics, send home books from their interest list. This is a great way to spark their curiosity for reading.

Story Elements

Review elements of a story with the children, explaining to them that every story takes place somewhere.

  1. Setting-Where did the story take place?
  2. Characters-Who are the people in the story?
  3. Problems-What is the problem in the story?
  4. Solutions-What is the plan to fix the problem?
  • Reread theme story.
  • Divide large piece of paper into four sections.
  • Label each: Setting, characters, problems, solutions.
  • Fill in each section with pictures and a short sentence to represent each picture group.

Predicting the Book and Picture Walk – Day 2

  • Prep: Place several “dog” books on your circle time easel. Book recommendations:

Baby Einstein: Dogs by Julie Aigner-Clark

A Boy, a Dog, and a Frog by Mercer Mayer

Dogs Rule by Daniel Kirk

Hot Dog (a step into Reading Book) by Molly Coxe

Good Dog, Carl by Alexandra Day

  • The Dog Song – Sang to the tune: I’m a Little Teapot.

I’m a _____ dog and I like to play

Outside in the yard all day

But if I see somebody new

I’ll bark very loud so I can tell you.

  • After watching the video above, demonstrate “walking” through a book with your students.
  • Then discuss some following topics….
  1. Do’s and Don’ts for book care—show books from previous year that were not cared for.
  2. Who is an Illustrator?
  3. Who is an Author?
  • Read Nico and Lola with few to no interruptions.

Note:  This process will be repeated throughout the week.

Vocab Card:  pet, dog, boy

  • On sentence strips, write the words above.
  • Read these words frequently through the week. Meaning, initial sounds, word association…etc.
  • Make a separate word wall for Pre-K students along with picture

Snack Idea-Puppy Chow (for people).

Recipe:

1 cup of peanut butter

12 oz. milk chocolate chips

1 stick of butter

1 box cereal squares, such as Chex

3 cups powder sugar

Melt the peanut better, chocolate chips, and butter and stir.  Add one small box of cereal squares.  Mix with 3 cups of powder sugar.

Predicting the Book and Picture Walk – Day 1

· Find the page with the first two double-page spreads ending with “Nico would think of ways to be so kind.”

· Watch brainstorming video clip.

Brainstorming—imaginary movers

· Brainstorm ways to be kind to household animals and wild animals too.

· Encourage your children to draw a picture of some of their favorite kindness ideas.

Have children bring a stuffed animal to school and they can demonstrate how to be kind to their stuff animal.

Picture Walk

Watch video clip below:

Introduce/Picture Walk With a New Book

  • Review the main points from the video clip.
  • Read about author and illustrator. Information can be found on the Intro Page in the DLG.
  • Read the theme book with few interruptions, this will allow the learner to comprehend the story.
  • Don’t interrupt the flow of the story to read the statements about kindness.
  • Do a picture walk around the room with pictures of dogs that you find on the internet. Give each student a picture and have them find the matching picture (that you have hidden in the room). Students can walk around to find the match to the picture that you have given them.

You may also use the pictures as a memory game.

Sign-in Station

  • Find a place near the entrance of the classroom and set up a sign-in station.
  • Have the children sign-in as they enter the classroom each morning.

Variation: (The student will “Sign-in” by placing the picture in the pocket chart)

  • Near the sign-in station put small laminated pictures (on cardstock) of each child with their name.
  • Have the children take their picture and place it in a pocket chart that matches their initial letter.
  • The pocket chart can transfer into your morning routine, job assignments—Initial letter recognition—First name—First and last name.

Have a matching game, to provide opportunities for students to learn each other’s names.

Photo-Name Puzzles

Activity:

  • Snap a quick picture of each child with your phone or camera (landscape format).
  • Save the pictures in a file on your computer for later activities.
  • On an 8 ½” x 11” card stock, select 5” x 7” photos.
  • This option will print one photo, leaving plenty of space to write the child’s name.
  • Use a marker to write the child’s name below the picture…space the letters out across the picture.
  • Laminate the picture.
  • Cut the photo into vertical strips.
  • Place pieces in individual sealable storage bags and label the bag with the child’s name.

Note:  This project can also be done with letters cut horizontally.  Cut sets of letters:  i.e. (“A” & “a”) and place in sealable storage bag.  Have children sort strips until they put the letters together.

Pinterest–Notation:

Photo-name puzzle

 

Picture Walk

Introduce/Picture Walk with a New Book

Watch video clip  prior to introducing picture walk to the children

  • Using the techniques from the video clips introduce the theme book.
  • In the DLG you will find information about the author and illustrator; share this information with the children prior to reading the story.
  • Read the theme book with few interruptions, this will allow the children to comprehend the story.