Ideas for A Isn’t for Fox by Wendy Ulmer Ideas included below: ABC book template Word families list ABC order in the library—lesson plan from Jane Mayott, SCPS librarian Use the sheet with the pictures on it. Students can either locate the picture that starts with the letter in the line or they can locate the two rhyming words in the line. Use the story prompt to make alphabet book pages Links: Publisher’s Guide at http://www.sleepingbearpress.com/educators/ Author’s website: http://www.wendyulmer.com/ More word families: http://prek-8.com/kindergarten/kindergarten_phonicswords.php Other ideas: Pair with Q is for Duck by Mary Etling or Tomorrow’s Alphabet by George Shannon How can you tell the vultures from the dove? What details do you see hidden in some of the pictures? (The zebras have the words zig-zag in their stripes, one of the turtles has little turtle shapes on his shell IMO) A isn’t for ______________________________; B isn’t for ______________________________; It isn’t for ______________________________. It isn’t for ______________________________. A is for _________________________________ B is for _________________________________ _______________________________________. _______________________________________. C isn’t for ______________________________; D isn’t for ______________________________; It isn’t for ______________________________. It isn’t for ______________________________. C is for _________________________________ D is for _________________________________ _______________________________________. _______________________________________. E isn’t for ______________________________; F isn’t for ______________________________; It isn’t for ______________________________. It isn’t for ______________________________. E is for _________________________________ F is for _________________________________ _______________________________________. _______________________________________. G isn’t for ______________________________; H isn’t for ______________________________; It isn’t for ______________________________. It isn’t for ______________________________. G is for _________________________________ H is for _________________________________ _______________________________________. _______________________________________. I isn’t for ______________________________; J isn’t for ______________________________; It isn’t for ______________________________. It isn’t for ______________________________. I is for _________________________________ J is for _________________________________ _______________________________________. _______________________________________. K isn’t for ______________________________; L isn’t for ______________________________; It isn’t for ______________________________. It isn’t for ______________________________. K is for _________________________________ L is for _________________________________ _______________________________________. _______________________________________. M isn’t for ______________________________; N isn’t for ______________________________; It isn’t for ______________________________. It isn’t for ______________________________. M is for _________________________________ N is for _________________________________ _______________________________________. _______________________________________. O isn’t for ______________________________; P isn’t for ______________________________; It isn’t for ______________________________. It isn’t for ______________________________. O is for _________________________________ P is for _________________________________ _______________________________________. _______________________________________. Q isn’t for ______________________________; R isn’t for ______________________________; It isn’t for ______________________________. It isn’t for ______________________________. Q is for _________________________________ R is for _________________________________ _______________________________________. _______________________________________. S isn’t for ______________________________; T isn’t for ______________________________; It isn’t for ______________________________. It isn’t for ______________________________. S is for _________________________________ T is for _________________________________ _______________________________________. _______________________________________. U isn’t for ______________________________; V isn’t for ______________________________; It isn’t for ______________________________. It isn’t for ______________________________. U is for _________________________________ V is for _________________________________ _______________________________________. _______________________________________. W isn’t for ______________________________; X isn’t for ______________________________; It isn’t for ______________________________. It isn’t for ______________________________. W is for _________________________________ X is for _________________________________ _______________________________________. _______________________________________. Y isn’t for ______________________________; Z isn’t for ______________________________; It isn’t for ______________________________. It isn’t for ______________________________. Y is for _________________________________ Z is for _________________________________ _______________________________________. _______________________________________. Word Families List From www.enchantedlearning.com ack ad ail ain ake ale all am ame an ank ap ar ash at attack back black crack hack Jack knack lack pack quack rack sack snack stack tack track whack Zack ad bad brad cad clad dad doodad glad had lad mad pad sad ail fail hail jail mail nail pail rail sail snail tail wail brain chain complain explain gain grain main obtain pain plain rain slain Spain sprain stain strain train vain awake bake brake cake fake flake Jake lake make quake rake sake shake snake stake take wake ale bale dale gale kale male pale sale scale stale tale whale all ball call fall gall hall install mall small squall stall tall thrall wall cam clam dam dram exam gram ham jam lam ma'am Pam ram Sam scam slam spam swam tam tram wham yam blame came fame flame frame game lame name same shame tame an ban bran can clan Dan fan flan Fran Jan Japan man pan pecan plan ran scan span Stan tan than van bank blank crank dank drank flank frank Hank plank prank rank sank shrank spank tank thank yank cap clap flap gap lap map nap rap sap scrap slap snap strap tap trap wrap yap zap afar bar car czar far gar guitar jar mar par scar spar star tar tsar ash bash brash cash clash crash dash flash gash gnash hash lash mash rash sash slash smash splash stash thrash trash at bat brat cat chat fat flat gnat hat mat pat rat sat slat spat tat that vat ate aw ay eat eel eep eet ell en ent est ice ick ide abate ate crate date debate fate gate grate hate Kate late mate plate rate relate sate skate state caw claw draw flaw gnaw jaw law paw raw saw slaw straw thaw away bay bray clay day decay delay display flay gay gray hay jay lay may nay okay pay play pray quay beat cheat cleat eat feat greet heat meat neat peat pleat seat treat wheat eel feel heel keel kneel peel reel steel wheel beep creep deep jeep keep peep seep sheep sleep steep sweep weep beet feet fleet greet meet sheet sleet street sweet tweet bell cell dell dwell farewell fell hell sell shell smell spell swell tell well yell amen Ben children den fen gentlemen glen Gwen hen men open pen then ten when wren yen accent bent cent dent event gent lent rent scent sent spent tent vent went best chest crest jest nest pest quest rest test unrest vest west zest dice ice mice nice price rice slice spice splice thrice twice vice brick chick click flick kick lick nick pick quick Rick sick slick stick thick tick trick wick bride decide glide hide pride ride side slide stride tide wide ray relay replay say slay spray stay stray sway they today tray way ife ight ile ill in ine ing ink ip it oat ock og fife knife life strife wife bright delight fight flight fright height knight light might night plight right sight slight tight tonight bile file mile Nile pile rile smile stile tile vile while bill chill dill drill fill frill gill grill hill ill Jill kill krill mill pill quill shrill sill skill spill still swill thrill thrill till trill will bin chin din fin gin grin in kin pin shin skin sin spin thin tin twin win within brine decline define dine fine line mine nine pine shine shrine sine spine swine tine twine vine whine wine bring cling fling king ping ring sing sling spring sting string swing thing wing wring zing blink brink drink fink ink link mink pink rink shrink sink stink think wink blip chip dip drip flip grip hip lip nip quip rip ship sip skip slip snip strip tip trip whip zip admit bit fit flit grit hit it kit knit lit mit pit quit sit skit slit snit spit split twit wit boat coat float gloat goat oat stoat throat block clock cock crock dock flock frock hock jock knock lock mock o'clock rock shock smock sock stock blog bog catalog clog cog dog fog frog hog jog log slog smog oil oke oo ood ood oof oof ook oom ool boil broil coil foil oil soil spoil toil awoke bloke broke choke joke poke smoke spoke stoke stroke woke yoke boo coo goo igloo moo shoo too woo zoo good brood goof hoof book bloom cool hood food proof woof brook boom drool stood mood roof cook broom fool wood spoof crook doom pool hook gloom spool look groom stool nook loom tool rook room shook zoom took ore orn ot ought bore chore core fore gore lore more ore pore score shore sore spore store swore tore wore yore adorn born corn forlorn horn morn scorn shorn thorn torn worn apricot blot bot clot cot dot forgot got hot jot knot lot not plot pot rot shot slot spot tot trot ould ouse out ow ow (rhymes (rhymes with cow) with low) bought could douse about bow brought should grouse bout cow fought would house clout chow ought louse gout how sought mouse grout now thought spouse out plow wrought lout sow pout vow scout wow shout snout spout stout tout trout bow blow crow flow glow grow low mow row show slow snow sow stow throw tow oon oop balloon goon loon moon noon soon spoon swoon coop droop hoop loop scoop snoop stoop troop oot oot (long oo) (short oo) boot hoot scoot shoot foot soot op bop chop cop crop drop flop hop lop mop plop pop prop sop shop stop top own uck ug ump un unk brown crown down drown frown gown nightgown town buck chuck cluck duck luck muck puck pluck stuck struck truck tuck yuck bug dug hug jug lug mug plug pug rug shrug smug snug thug tug bump clump dump grump hump jump lump plump pump rump slump stump thump trump bunk chunk drunk dunk flunk funk hunk junk lunk plunk punk skunk slunk spunk sunk trunk bun fun gun nun pun run shun spun stun sun Garrisonville Elementary School, Stafford County, Virginia ELEMENTARY LIBRARY LESSON PLAN #1- 1 K Title ABC order in the library 2 AASL National Literacy Standard VA DOE Standards of Learning Library Skills Mastery Objective Resources Vocabulary Activity 2.1.2 The information literate student is an independent learner and will organize knowledge so that it is useful. 1.9, 1.11.a The student read and demonstrate comprehension of a variety of fictional texts and use knowledge of alphabetical order by first letter. The student will identify the letters of the alphabet in the stories, A isn’t for Fox, Old Black Fly, and Animal ABC’s, and correlate that books in the library are arranged in alphabetical order. A isn’t for Fox (E ULMER), Old Black Fly (E AYLESWORTH), Animal ABC’s (TS E HOOD), Bothered, shoo, fly, honey, grocery store, pass, friend, dance class, desert, away, slurped Pre-reading activity: Predict what these stories will be about Read A Isn’t for Fox and Old Black Fly “We use our alphabet to find things in the library.” After reading story, explain that books in “E” section are arranged in ABC, (alphabetical) order on shelf Show front, middle & end sections of “E” shelves “When you want to find a book in the “E” section at which end do you start?” Have volunteer students practice finding books in the A section, B section, etc. If time, read Animal ABC’s Closure Comments Rev. 7/2011 Write your letter in this box _________ isn’t for ______________________________; Your letter write a thing that doesn’t start with your letter It isn’t for _______________________________________ Write another thing that doesn’t start with your letter AND rhymes with what you wrote on the line above _________ is for ______________________________; Your letter write a thing that DOES start with your letter and a description of it Draw a picture of what your letter is for in this box A B C D E F G H I J K L M N O P Brown Q R S T U V W X Y Z Ideas for The Big Elephant in the Room by Lane Smith Ideas below: Lesson plan from Brenda Love, Stafford County Public Schools librarian, on idioms Ideas from the Wild Geese Guides blog—included with permission. Email contact: [email protected] Images of idioms from http://www.cccoe.net/social/SAIdiomintro.htm Complete the “Elephant in the School” paper. Bowtie template Other ideas: What kinds of things do good friends do for each other? If one of your friends was being picked on by a bully, what would you do? If one of your friends was wearing strange clothes would you tell him or her? If you were team captain would you pick your friend for your team? Although they look very much alike, how were the two donkeys different from each other? I’m thinking about visual differences mostly, not personalities. Several of the pages require the visual to see what actually happened (for example, how h “fixed” the computer). Read those pages without showing the picture and ask the class to give suggestions on what the friend might have done. Play Pictionary with easy idioms on the white board. Divide the class in half and then form two teams from each half so that you have two games going at once. Have them try to draw an idiom and have their team guess what they are drawing. If the team guesses the idiom, they get a point. If someone can explain what the idiom means, they get a second point. Of course, explain the idioms to the students so they know them after the guessing is done. Some good ones to use that are not too hard and/or that might be familiar to them are: raining cats and dogs, cat’s got your tongue, pain in the neck, piece of cake, crocodile tears, a drop in the bucket, kick the bucket, pay through the nose, skeleton in the closet, and snake in the grass. Have students decorate bowties to wear using the pattern. Tape the completed bowtie onto a strip of paper to wear around the neck. OR, make some fabric bowties out of scraps of fabric to share for those who want to wear them. Make elephant or donkey patterns using die cut shapes. Put a big stuffed elephant in the room near where you will be telling the story. Don’t explain why it is there. Author interview: http://www.justonemorebook.com/2009/04/05/rock-stars-of-reading-part-3lane-smith-contd/ Below from http://margodill.com/blog/2010/01/15/un-forgettable-friday-the-big-elephant-in-the-room-bylane-smith/ 1. Idioms or expressions we use in everyday language are one topic you can discuss with children after reading The Big Elephant in the Room. Ask students to help you make a list of idioms (or expressions) they’ve heard. You may have to help them get started, or you may just have to tell them some depending on their age. On the UsingEnglish.com website, they have an idioms database that can help you with this lesson. Students can illustrate these to extend your discussion. 2. Lane Smith’s story is obviously a book about friends or siblings. You can discuss with students or your children how bow-tie donkey is feeling after red-shirt donkey confesses all those things he did. What kind of friend is red-shirt donkey? How could he be a better friend? Once you have a discussion with students, ask them to write about the topic of friendship in their reading response journals. They can write about a friend they have, what it means to be a good friend, or about what they like to do with their friends. Younger children can draw pictures. 3. So, what are the donkeys going to do about the elephant in the room in The Big Elephant in the Room? Let children brainstorm their own ending to this book where the donkeys decide what to do with Stanley. You can write the ending together as a class and let children illustrate it. List of idioms: All ears Ants in your pants Arm and a leg At the end of your rope Axe to grind Back to the drawing board Barking up the wrong tree Between the lines Blood out of a stone Blow your stack Bone to pick Bull in a China shop By the skin of your teeth Can of worms Cold feet Crash a party Cry your eyes out Don’t wash your dirty laundry in public Down in the dumps Eagle eyes Elephant in the room Feeling Blue Fifth wheel Grab the bull by its horns Head is in the clouds Heart of gold Hook, line, and sinker Horse of a different color In the doghouse It cost an arm and a leg Jump the gun Like a fish needs a bicycle Make waves Money talks Opening a can of worms Out on a limb Piece of cake Pull someone's leg Pull your weight Rock the boat See the light Stick out like a sore thumb Tall story Thin-skinned Thrilled to bits Walk on eggshells Fish out of water Go round in circles a bummer a class act a couch potato a fly on the wall a horse of another color a tough cookie bark up the wrong tree beat around the bush bend over backwards bent out of shape break her heart blow your top don’t burn your bridges call it a day cat got your tongue caught his eye chewing the fat clear the air copycat cost an arm and a leg cut it out crocodile tears dog days of summer don’t pull my leg don't count your chickens don't have a cow down in the dumps eagle eyes eating crow fishing for a compliment get someone's goat get it off your chest get the ball rolling give me a break give me a hand Written all over your face You can say that again give someone the boot go ape go behind someone's back have a ball have a canary head over heels hit the books hit the sack hold your horses holy cow I’m all ears in the dark in the dog house in the red it's raining cats and dogs kick the bucket left out in the cold let the cat out of the bag lose your cool my two cent's worth pick my brain proud as a peacock put on the back burner read my mind rock the boat sharp as a tack shoot the breeze spill the beans straight from a horse's mouth it rings a bell under the weather up to one's ears walk on eggshells work like a dog The Big Elephant in the School If there was a big elephant in our school, where would it be? What would it be doing? Draw the background of where your elephant would be in our school and write a sentence about it at the bottom of the page. My elephant is ____________________________________________________________________ ________________________________________________________________________________ From Wild Geese Guides http://wildgeeseguides.blogspot.com/2010/01/big-elephant-in-room.html Pre-reading: What is a misunderstanding? How do they happen? What’s the best way to get over one? Questions to consider: 1. A big elephant in a room is a big problem that people are trying not to talk about or think about. Have you ever tried to ignore a big problem before? 2. List all the things that he thinks are the big elephant (or problem). 3. Do you think he really forced down that crunchy nut ice cream or not? What makes you think so or not? 4. What one thing would you never let someone borrow (in case they might not bring it back?) 5. What happened to his computer? What’s the worst thing you’ve ever broken? 6. What’s the best thing to do about a bully? How can friends help with bullies? Can teachers help too? 7. What do you do if there’s only one cool bike? 8. Can you keep a secret? Did he keep a secret for his friend? How hard is it to keep a secret? 9. Which part is your favorite? Why? 10. Will they still be friends? What do you think he might be most mad about now? Classroom Management: Create a No Elephants in the Classroom display to air out concerns and problems from the room, playground, or bus. After reading the story together, provide an old ice cream container (and change the flavor to Crunchy-Nut, of course) and leave elephant-shaped paper beside it for kids to write out their concerns. Discuss at class meetings weekly. At the end of the year enjoy crunchy nut ice-cream party and great friendships! Reading: Stories have three parts- a beginning, a middle and an end. Summarize what happened in each part. Then, because good readers make connections between what they are reading and what they are thinking. What does each part remind you of? Has something like this ever happened to you or a friend? SUMMARIZE In the beginning…. In the middle… CONNECT In the end… Writing: Lane Smith uses really small moments and great details to bring this story of two friends to life. Write a small moment or single scene about two new friends who have a misunderstanding or disagreement about something and use THE BIG ELEPHANT IN THE ROOM as your mentor text. You may even try writing about another idiom! (Idiom ideas: beggars can’t be choosers, benefit of the doubt, out of the blue, by the book, get to the bottom of, the best thing since sliced bread) Music: Sing this song to the tune “Frere Jacques” The big elephant The big elephant in the room in the room pretending he is not there pretending that we don’t care but we do! You would too! Art: Illustrate the following idioms inspired by Lane Smith’s art! Let’s CLEAR the AIR UP IN ARMS GO APE The Big Elephant in the Room Lesson Plan by Brenda Love, SCPS Librarian Grade Level: 2 and 3 SOL: Reading 2.7 and 3.5: Read fiction and nonfiction using a variety of strategies: Set a purpose for reading Reading 2.5 and 3.5: Read and demonstrate the comprehension of fiction: Make connections between previous experiences and reading Objectives: Students will: 1. Identify and understand examples of idioms 2. Listen to the story The Big Elephant in the Room and explain the idiom in the story 3. Write the special meaning of an idiom and illustrate the literal meaning of the words in a silly way Materials: The Big Elephant in the Room by Lane Smith, document camera Books about idioms: In a Pickle and Other Funny Idioms by Marvin Terban My Momma Likes to Say and My Teacher Likes to Say by Denise Brennan-Nelson There’s a Frog in My Throat by Loreen Leedy & Pat Street The Cat’s Pajamas Wallace Edwards Parts; More Parts; and Even More Parts by Tedd Arnold Learning Activities: 1. Pre-reading activity: -Explain that authors often use figurative language, a way of saying something other than the literal meanings of the words, in their work. Examples are similes, metaphors, personification, alliteration, onomatopoeia, alliteration and idioms. The VRC book in today’s lesson includes an idiom. What is an idiom? Let students figure it out by giving them common examples such as: Your eyes are bigger than your stomach. You’re in the doghouse. Put on your thinking cap. - Use a document camera to show illustrations from some picture books about idioms and let students guess what idioms are represented by the silly pictures and what their special meanings are. 2. Reading activity -Read The Big Elephant in the Room and then identify the idiom and its meaning. 5. Post reading activity: --Give students a list of idioms. Each student should select one idiom, write what people really mean when they use it and then draw a funny illustration of what the words literally mean. Students can share their work with their classmates. Idioms Something smells fishy Don’t count your chickens before they hatch Butterflies in your stomach Eat like a horse More fun than a barrel of monkeys When the cat’s away the mice will play It’s raining cats and dogs As happy as a pig in mud The straw that broke the camel’s back Stir up a hornet’s nest We got skunked Keep this under your hat The Big Elephant In The Room By Lane Smith Choose one of the idioms from the list and write it here: Now write its special meaning: Draw a picture that shows the literal meaning of the phrase. Be creative! Ideas for Colonial Voices: Hear Them Speak by Kay Winters Ideas below: Point-of-view lesson from Tammy Hunt, SCPS 4th grade teacher Links: Colonial New England Teachers’ Guide from the Boston Children’s Museum: www.bostonkids.org Lesson plan from Deborah Hungerford, from the OnCUE Journal, Winter 2005 wwwstatic.kern.org/gems/cue/ColonialVoices.pdf SMART notebook lesson by Lori Bowers http://exchange.smarttech.com/details.html?id=7b3956b7-981c-439d-a22345bd4f854afa Lesson plan from www.ilfonline.org/clientuploads/YHBA/Int_ColonialVoices.pdf Mentor text lesson from www.historyiscentral.org http://www.econedlink.org/lessons/index.php?lid=911&type=educator Economics ideas from Lynne Farrell Stover: Trouble is Brewing in Boston author’s website http://www.kaywinters.com/ Booktalk idea from http://booktalkthree.blogspot.com Illustrator’s website: http://www.dayhere.com/index.html Other Ideas: Use the new media literacy strand in the English SOLs to have the students create a political cartoon that would appear in the Printer’s newspaper. Point of View/Roles of Revolutionary War Lesson using Colonial Voices: Hear Them Speak By Tammy Hunt, SCPS fourth grade teacher SOL: 4.5 The students will read and demonstrate comprehension of fictional texts. k) Use reading strategies throughout the reading process to monitor comprehension. VS.5 The student will demonstrate knowledge of the role of Virginia in the American Revolution by: b) Identifying the various roles played by whites, enslaved African Americans, free African Americans, and American Indians in the Revolutionary War era, including George Washington, Thomas Jefferson, Patrick Henry, and James Lafayette. Materials: Roles Chart Picture Book – Colonial Voices: Hear Them Speak Character Name Cards Review Point of View and Opinion lessons from Reading Workshop. Then discuss the different roles Colonial Americans could play during the Revolutionary War, as a Patriot, as a Loyalist, or as a Neutralist. Make a chart with the roles categorized and labeled. Before reading the book, Colonial Voices: Hear Them Speak, identify the people whose voices are speaking (see chart on end pages of book), write the characters’ names on cards. Read the book and discuss the evidence in the text on each page that helps to identify each character as a Patriot, a Loyalist, or a Neutralist. As each character’s voice is identified according to the role they played, put the card with that character’s name on the role chart in the correct column. Ideas for using Harry and Horsie by Katie Van Camp Ideas below: Make cards with places on them and have the students arrange them in order from what is closest to them to what is furthest away. OR, give small groups of students (2-3) one card and have the class line up in the order of closest to furthest away. Check the answers. Planet necklaces using the pictures of the planets included. They’re more fun if they’re printed in color so you might want to just make a few to be shared rather than have everyone make one. Links: Harry and Horsie activity sheets from the publisher (coloring pages and word search) http://www.harryandhorsie.com/activities/index.html Make your own horsie: http://www.youtube.com/watch?v=YNCAqpYgt9Y Book website: www.harryandhorsie.com Interview with the author: http://www.youtube.com/watch?v=2Sw_488zJ88 Rocket craft: http://www.clel.org/content/literacy-based-crafts-rocket-ship Other Ideas: Relate to non-fiction space books or old-timey picture books that use two or three colors in their illustrations (Blueberries for Sal, Make Way for Ducklings, Bill Peet books) Hang planets from the ceiling so you feel like you’re in outer space. Dim the lights and read by the glow of a lava lamp or something similar. Traveling through space Bring in old time toys – jack in the box, train, How many times is Kitty pictured in the book? Kind of sneaky in some spots. How far did he travel to find Horsie? Memory game – tell them ahead of time that you will be testing them on what things they see in the book. After reading make a class list of things that got taken into space by the bubbles Before beginning the book ask the class “What are some things you would see in space?” Write their answers on the board. See how many of your words show up in the book as well as which words you might have missed. Make pictures using only the three primary colors and white, as in the book Tell the class ahead of time that you will be testing them on what things they see in the book. After reading make a class list of things that got taken into space by the bubbles. Or have students work in small groups to make a list and then see which group has the most correct items. Bring in old time toys for the students to see – jack in the box, train, Raggedy Ann doll Blowing bubbles as students enter/while reading the book Harry and Horsie: order by distance My home My school Atlantic Ocean Rocky Mountains California China The moon Saturn Planet Necklaces Ideas for How Rocket Learned to Read by Tad Hills Ideas below: Washington State Children’ Choice Award wikispace lesson on concept of print, reprinted with permission of creator Charisse Tsukamoto and author Tad Hills Sight words and writing lesson for K-2 from Washington Children’s Choice Award wikispace, reprinted with permission of the WCCA committee Consonant-vowel-consonant list of words for matching activities (K/1) Migration research: why doesn’t the bird teach in the winter? Have the class do a short research activity with the worksheet. Each student picks a bird and fills in the sheet with pictures that accompany each section. Links: Learn to Read with Rocket (publisher’s packet) http://www.randomhouse.com/catalog/teachers_guides/9780375858994.pdf Wikkistix for creating letters—tactile learning-- http://www.wikkistix.com/ Tad Hills article http://www.clcd.com/clcd/mai_hills_tad.php Other ideas: Pair with nonfiction books about birds that migrate, The Goose That Almost Got Cooked by Marc Simont, or any number of books about learning to read. Cards with letters on them (use letter cards from Learn to Read with Rocket packet). Let kids arrange the letters to make the words in the book as you are reading. Give the students cards with letters on them. Let students arrange the letters to make the words in the book as you are reading the story. Or, put the letters on cards with magnets and have students come up to the board to rearrange the letters and spell the words. After the story give them the letters in your school name or library and have them make words with the letters. Make a list of the class’s favorite books – Rocket likes the story of Buster and wants to read it again and again. What is a story you could listen to over and over? Make a chart of the favorite books for all the classes in a grade level. OR, make an online survey and have the kids take that to get the results. How does the bird know that Rocket is happy? (waggy tail) What are other signs that a dog sends to let you know how it is feeling? (Mr. Barker growls) Make an alphabet book with the class to bind and give to them Make a list of the class’s favorite books – Rocket likes the story of Buster and wants to read it again and again. What is a story you could listen to over and over? How does the bird know that Rocket is happy? (waggy tail) What are other signs that a dog sends to let you know how it is feeling? (Mr. Barker growls) Rocket spells words in the winter – cold, sun, melt, wind – what are other words that go with each season? Have students work in small groups or with a partner to list four words for each season. Come back together as a group to compile the list of words Plastic magnet letters for creating sightwords—use any magnetic surface (filing cabinet, side of desk, rolling cabinet) Ipad app: Learn to Read with Rocket ($4.99) Lesson idea by Roxanne Fields – Purposeful Teaching and Listening (reprinted with permission) Objective: Students will learn about skills others in their class have, exercise their listening/comprehension abilities, share with the class about their classmate’s activity and how to do it. describe an activity they do quite well develop 3-5 easy steps to use to teach this skill/activity concisely share about their activity and teach the skill listen with purpose verbalize the steps they were just taught After reading the book, have students think of something they can do quite well. Then have the students come up with 3-5 easy steps they would use to teach a friend how to do their activity (they can write these on an index card). Tell the students they will now be a student and a teacher for the next few minutes. Partner up the students and have one of the students share/teach about their well-known skill for the first 45 seconds or so, then have them give the 3-5 easy steps to their partner (allow about 1 minute). Next, have the “student” repeat the steps back to their “teacher” to ensure they have the steps correct. Finally, have students share about a skill/activity they just learned and the steps they would need to use to complete this skill. Of course, then have the students and teachers switch roles. This activity will help students to learn about others, listen with purpose, and recall facts…of course the “teacher” will be there if needed. From the Teaching Heart Blog: I imagine this book being read in a kindergarten and first grade classroom where kids are learning to read. Children will be able to make a text-to-self connection with the story. Rocket is like a child first learning how to read. It’s really hard at first, but gets easier as he learns. His teacher is there to help him and together they can do this! Soon Rocket begins to understand that reading opens up a new world for him just as it will for all who learn to read. Action Rhyme from www.storytimekatie.com Action Rhyme: “Little Bird” I saw a little bird go hop, hop, hop (hop three times) I told the little bird to stop, stop, stop (hold out hand for stop) I went to the window to say “How do you do?” (handshake) He wagged his little tail and far away he flew! (shake tail and fly away) Discussion questions from http://www.wcmu.org/radio/childrens_bookshelf/cb_bookshelf_questions_2010.html 1. Ask the child the following questions: Why did Rocket refuse to learn to read at the beginning of the story? Why did Rocket change his mind? Do you want to learn to read? 2. Are you starting to learn what the letters of the alphabet look like? What sounds do you think are funny? What sounds do you like best? What sounds are hard to say? 3. Study the illustrations with the child and ask the child to find the following details: the picture of the little bird holding a worm; Rocket’s tail sticking out from underneath a lilac bush; the letter “b” with a picture of a butterfly; Rocket’s nametag; Emma and Fred; the letters ABC written in the snow; Rocket being blown by the wind and a sign that says the word of the day is DOG. 4. Little bird says that words are built one letter at a time. Is she correct? Can you sound out a word by sounding out the letters? Give an example. Can you read any of the words in this book? bat cat dog fox box sun net bag fan rat van bed hen pig bug tub sub pot mop top rug tux can wig six bib jet web red ten How Rocket Learned to Read By Tad Hill adapted by A. Cook Synopsis: Rocket, a fun-loving puppy, meets a very brilliant bird. Throughout the fall, Rocket learns his ABC, listens to stories and starts writing letters. But winter comes and interrupts his lessons…what will he do with his new knowledge? AR: Reading level – 2.9 Activity: Mud Writing! Materials: Brown Finger Paint (see recipes!) Paper – 12”x18” construction, butcher paper, water color paper Pencil Optional: gallon baggies Rocket handout Crayons Glue Spelling list Process: 1. Give each student a piece of paper 2. Give each student a glob of finger paint (about ¼ - 1/3 cup each) 3. Have them write words in it, draw pictures, draw a map, design a rocket! Or 1. using about 10 – 12 feet of butcher paper, draw a line horizontally and have them play with the fingerpaint. 2. While it is drying, have them color their ‘Rocket’. 3. Once the “mud” has dried, add some grass, flowers and trees. 4. Glue each child’s Rocket next to their word. 5. display! Or Using a gallon bag for each student, place individual globs of finger paint in each bag. Seal up! Have them write their spelling words in it! Play hangman! Take it home! Website: Fun Book Talk http://www.youtube.com/watch?v=GlDyFsv4uSU Random House teacher guide http://www.randomhouse.com/catalog/teachers_guides/9780375858994.pdf Meet Tad Hills http://www.thechildrensbookreview.com/weblog/2010/09/bestselling-tad-hills-read-to-your-kids.html Tad Hills website http://www.tadhills.com/ ELAR’s: Reading: 1.1.1-Understand and apply concepts of print. 1.3: Build vocabulary through wide reading. 2.4.1 Understand how to give personal responses and make connections to text. Visual Arts: 1.2.1 - Uses a variety of tools to explore ways of making lines and textures. Fantastic Finger Paint Recipes 1 c. flour 2 T. of salt 1 1/2 c. cold water 1 1/4 c. hot water Food coloring Freezer paper (paint on shiny side ) Combine flour, salt, and cold water in a saucepan. Beat with a wire whisk until smooth. Heat the mixture over medium heat. Slowly stir in hot water. Continue stirring until mixture boils and begins to thicken. Remove from heat. Beat with a whisk until smooth. Divide the mixture into several different containers. Add 4-5 drops of food coloring to each container and stir. Salt and Flour Finger Paint Recipes 2 c. flour 2 tsp. salt 3 c. cold water 2 c. hot water Add the salt to the flour in a saucepan. Pour in cold water gradually and beat the mixture with an egg beater until smooth. Add the hot water and boil the mixture until it becomes glossy. Beat it until it is smooth. Mix in food coloring. Food coloring This is the recipe * * * * 2 cups of corn starch 1 cup of cold water 4.5 cups of boiling water Liquid food colouring Method: Mix the corn starch with the cold water and stir together. Pour in the boiling water and stir between each cup. It goes really strange (you are basically mixing a hot oobleck goop) but keep stirring and it literally seems to "melt" into a wonderful, custardlike consistency. We then separated it into individual jam jars before adding colouring, but you can do it however you like and this is the stage to add colour. Finger Paint (Cooked Version) What you need: What to do: 2 cups flour Mix flour and water and cook over low heat until thick. 4 cups cold water Cool. Food coloring or dry tempera Add a pinch of salt. Add dry tempera or food coloring, if desired. Store in covered jar in refrigerator. Kool-Aid Finger Paint What you need: 2 cups flour 2 packs unsweetened Kool-Aid 1/2 cup salt 3 cups boiling water 3 tablespoons oil What to do: Mix wet ingredients into dry ingredients. HOW ROCKET LEARNED TO READ By: Tad Hills Synopsis: Rocket, a fuzzy black-and-white pup, “loved to chase leaves and chew sticks,” and that’s pretty much the height of his ambition. A little yellow bird mistakes Rocket’s napping for class attendance, and she sets forth to teach him. Though at first resistant, Rocket gets sucked in by an absorbing read aloud, and he becomes an eager pupil, learning all about the wonders of the alphabet and the words it builds. Suggested Reading Date: September Activity Description: Feed Rocket dog bone treats. (There are activities for: K, 1st, 2nd, and 3rd. Don’t forget to write Rocket’s name in his tag.) Kindergarten - I would give K. the black line page of Rocket to color. Don’t forget to write Rocket’s name in his tag.) First Grade – First graders will cut out the bone treat words they are able to read and feed them to Rocket by pasting them around him. Second Graders – will have the empty bone treats page and write their own words to feed to Rocket. Third Graders – will complete the Rocket activity booklet and share their experiences of when/how they first learned to read and advice for beginning readers. Extra Related Read: If you’d like to share another story instead of tackling activities, students will LOVE Wolf! By Becky Bloom. A wonderful story of a wolf who initially is interested in eating farm animals that are in the middle of reading, instead the wolf is intrigued by their intelligent behaviors and sets off to learn how to read. EALR’s/GLE’s: Reading 2.1 Demonstrate evidence of reading comprehension 2.2 Understand and apply knowledge of text components to comprehend text. 2.3. Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literacy and informational text. AR Level : 2.9 Activity Created By: Charisse Tsukamoto, Kent School District, Kent, WA Washington Children’s Choice Book Award Committee Front cover of Rocket booklet for gr.3 – for two – sided copy HOW ROCKET LEARNED TO READ BY_________________ __ Name __________________________________________________________________ Bird Migration Research How Rocket Learned to Read by Tad Hills My bird is __________________________________________________________ In the winter, my bird _________________________________________________ My bird eats _________________________________________________________ Ideas for Machines Go to Work by William Low Ideas below: Lesson plan using onomatopoeia from Carol Hugar, SCPS librarian, including matching cards Links: Onomatopoeia posters from www.instantdisplay.co.uk YouTube link to the author discussing his creative process: http://www.youtube.com/watch?v=fIqZLwTZ1kI From http://booksavors.wordpress.com: Savorings for reading and in writing for Machines Go to Work: o Onomatopoeia – each machine is introduced with a sound it makes o Informational – excellent mentor text for an All About Book unit of study o Specific vocabulary – backhoe – stabilizers o Repeating structure – Is the (machine) .... o Prediction – excellent to begin teaching children in grades K and first o Open full page flap Kid –created onomatopoeia examples: http://www.worsleyschool.net/socialarts/onomato/poeiaentries.html Onomatopoeia lessons: http://www.brighthub.com/education/k-12/articles/71894.aspx Other ideas: Community helper books – firemen, police What are some vehicles that help us work or do our jobs? Who uses each of these vehicles? Do the train sound thing with your class at the end of the book. The parts are: Mushroom Fricassee chicken Soup (if you just got the handout and didn’t stay for the demonstration, you’re not gonna have a clue what this means at all) VARC: Machines Go To Work Grade Level: K, 1, 2 Book: Machines Go To Work by William Low Objective: Students will use the reading strategy “making predictions” when reading this book. We will also talk about the sounds the machines make: Onomatopoeia SOL Correlation: Eng. K.1, K.2, K.11 K.8: making predictions 1.1, 1.2, 1.7, 1.9: making predictions, 1.11, 1.12 2.7, .2.8 making predictions, 2.10, 2.11, .2.12 Schedule: One 45 minute class plus time for check out. Materials needed: Machines Go To Work by William Low Lesson: Pre-Reading Activity: Review: is book fiction or nonfiction? How do you know? Show call number on spine label. Read: Machines Go To Work by William Low. While reading, let kids help make the sounds and talk about onomatopoeia with the second graders. Stop at each page with the big flap and have kids discuss what will happen next. Then read to confirm predictions. After-Reading Discussion: What is a prediction? What is onomatopoeia? Name some other onomatopoetic words: words that sound like their meaning. Examples: Joke: Knock, knock Who’s there? Boo Boo Who? Don’t cry! Animal noises – have kids name some Comic books – show examples Activity: Kids will work with partners to play the Sounds Matching Game. Copy and laminate the three power point slides. Make as many copies of each slide as needed. Cut apart blocks and put in baggies. Working with partners, students will match pictures to sounds. Related books: Rattletrap Car by Phyllis Root Mr. Brown Can Moo by Dr.Seuss Submitted by Carol Hugar Moooo Meow Woof-Woof Quack Quack Honk Honk Hee-haw Neigh Neigh Cockle-doodle-doo Baa-baa Maa-maa Tweet Tweet Hissssss Crash! Buzz Buzz Knock Knock Tick-tock Clap Clap Choo-choo Clickety-clack Sizzle, sizzle Vrooom! Vrooom! ZOOM! Hoo, Hoo, Hoo Ding Dong Squeak Squeak Ideas for The Odd Egg by Emily Gravett Ideas below: Lesson plan from Brenda Love, SCPS librarian, on oviparous animals Crocodile puppet template and photo Lesson plan from Mary Ann Wobbe, SCPS teacher, on sizing eggs from smallest to largest. Predict which egg matches which animal: Print out pictures of birds and their eggs and have them on the board. Have students try to match the bird to its egg before reading the book. (birds-babies-eggs) World’s Best Egg template: Duck dreams of winning a trophy/ribbon for best egg. Have kids design eggs using crayons, markers, glitter glue, sequins – whatever you can tolerate!--and then award a prize for “World’s Best Egg.” Eggs Eggs Eggs lesson from Carol Hugar, SCPS librarian Links: Story adaptation for ELL learners from http://unt.unice.fr/uoh/learn_teach_FL List of oviparous animals: http://www.ehow.co.uk/info_8435568_list-oviparousanimals.html Color by numbers template: http://www.emilygravett.com California Young Reader Medal (CYRM) idea booklet www.californiayoungreadermedal.org/...2012/2Primary.pdf California Young Reader Medal (CYRM) readers’ theatre: californiayoungreadermedal.org/...2012/3PrimaryRT.pdf Author’s website: http://www.emilygravett.com/ Emily Gravett interview: http://authors.simonandschuster.com/EmilyGravett/35393029/author_revealed Other ideas: Pair with An Extraordinary Egg by Lionni or Chickens Aren’t the Only Ones by Heller Why hasn’t duck laid an egg? Because he’s a boy!! ID types of birds – flamingo, owl, parrot, chicken, robin Show pictures of bird eggs and match to bird Characteristics of birds – owl is always reading, parrot talks Match baby birds to their parents – which ones look like parents, which ones don’t Predict what will come from duck’s egg. What clues do we have about it – size, shell design/color Have photographs of each of the types of birds in the book on display so students can see what they really look like. Possibly share this book in the springtime when birds are laying eggs and you are talking about the various types of animals that hatch from eggs. Introduce the story by showing the cover and asking students to predict what they think the story will be about. Read and discuss each page as you go (Ask students questions such as, “How does the owlet know how to do math problems already?” or “Do you know why the baby parrot says, I’m a pretty boy?”). Read all the pages leading up to when Duck’s egg begins to crack. Then stop reading and ask the students to guess what they think is inside of Duck’s egg. Provide students with a cracked egg cutout (attached with a brad) and have students draw a picture ‘inside’ the egg of what they think will hatch out of the egg as well as write a sentence or two describing what animal they chose and why. After they have created their guess, you might ask, “What clues did you use to figure out what animal was inside?” Let students share their guesses aloud showing their own hatching egg pictures. Finish the book, beginning where you left off. Ask questions such as, “What happened to all of the other animals when the alligator hatched?” “What is alligator wearing on the last page?” and “Where did the scarf and booties come from?” Mention how the size of the egg might also be a clue that the author was trying to give to indicate that the animal inside was going to be big. The Odd Egg Lesson Plan by Brenda Love, SCPS Librarian Grade Level: 2 SOL: Reading 2.5: Read fiction and nonfiction using a variety of strategies independently Reading 2.8: Read and demonstrate the comprehension of fiction Reading 2.9: Demonstrate comprehension of information in reference materials Oral Language: 2.2: Expand listening and speaking vocabularies Science 2.: Understand that animals undergo a series of orderly changes in their life cycles Objectives: Students will: 1. Identify animals that are oviparous 2. Listen to the story The Odd Egg 3. Identify/share 5 interesting facts about an oviparous animal from a nonfiction Nature’s Children book Materials: The Odd Egg by Emily Gravett, Nonfiction Nature’s Children books and variety of animals White boards, markers, paper, pencil and crayons, PowerPoint: Who Laid That Egg?, plastic eggs Learning Activities: 1. Pre-reading activity: -Ask students to name some animals that lay eggs -Give students white boards and markers. Tell them to write the name of each animal they see in the PowerPoint”Who Laid That Egg?” After the picture of the animal hatching from its egg appears on the slide have students write down the name of the animal on their boards. Then click on the slide to reveal the animal’s name. There are 17 different animals in the slide show. 2. Reading activity -Before reading The Odd Egg, let students predict what the story may be about. After reading, show an earlier VRC book that is about a crocodile and ducks: Guji Guji by Chih – YuanChen 5. Post reading activities: --Before class, put one name of an egg laying animal in a plastic egg for each student in the class. Have each student pick one of these eggs from a basket. - Each student will use a Nature’s Children on the animal they selected to do the following: Identify and write down at least 5 interesting facts about the animal Draw a picture of the animal in its habitat Each student will share the facts about their animal with the class There is also a color by number picture of the duck and egg in the story at www.emilygravett.com Who Laid That Egg? Butterfly Eggs Spider Egg Sack Salmon Eggs Frog Eggs Snake Egg Lizard Egg Sea Turtle Egg Alligator Egg Robin Eggs Duck Egg Hummingbird Egg Owl Eggs Ostrich Eggs Eagle Egg Flamingo Egg Penguin Egg Platypus Eggs Animals that lay eggs are called OVIPAROUS Odd Egg By: Emily Gravett Lesson By: Mary Anne (Malstrom) Wobbe Characters: Duck Other birds Summary of Book: All the birds in the story have laid eggs except Duck. Duck found a large egg (white with green dots). Duck thought it was a beautiful egg but the other birds laughed at him and the egg. All the birds’ eggs start to hatch. The book starts with the smallest egg hatching and continues showing eggs hatch until the largest egg hatches. The page sizes also continue to get larger until the page is eventually a full size page. All the birds have their babies but Duck is still waiting wonder what will be in his egg. Soon the egg starts to creak and crack. Out comes a large alligator and “Snap” he eats all the birds. Objectives: Students will… 1. Listen to the story. 2. Identify animals that hatch from eggs. 3. Put eggs in order by size from smallest to largest. 4. Make a book that is similar to the pages in the book Odd Egg. (The book will show eggs from smallest to largest and what hatches from each egg.) Teacher Input: 1. Read the story and class discussions. Guided Practice: 1. Create a brainstorm list of animals that hatch from eggs. 2. Show pictures of different eggs and the animals that hatch from each kind of egg. 3. Discuss the characteristics of the eggs. (size, color) 4. Place the pictures of the eggs in order from smallest to largest. 5. Discuss how the pages in the book start with the small egg illustrated on a small page and the pages continually get larger as the eggs get larger. Independent Practice: 1. Each student chooses 5 animals that hatch from a variety of size eggs. 2. The teacher gives each student a book which is made of pages that start small and gradually gets larger. On each page, the students illustrate an egg and the animal that hatches from that egg. 3. Students label each animal that hatches from the egg. Closure: 1. After the students have completed their book, the teacher and class can review the plot of the story. 2. Teacher will remind the students of the objective of the lesson and assignment. 3. Students will share their book with a partner. Birds/Babies/Eggs WORLD’S BEST EGG!! Name: __________________________________________________________________ From The Odd Egg by Emily Gravett Compare and Contrast Graphic Organizer Only Otis Only The Little Engine That Could Both Stories Armadillo Readers’ Choice 2010-2011 © Round Rock Independent School District, Library Services Ideas for Otis by Loren Long Ideas below: Compare/contrast and Venn diagram charts for Otis and The Little Engine that Could Links: Author’s website: www.lorenlong.com Ideas from the Texas Armadillo Award packet, 2010-2011: https://www.roundrockisd.org/index.aspx?page=3666 Ideas from the Choose to Read Ohio toolkit: http://oh.webjunction.org/ctrobooks2011 Activities for Otis: http://www.lorenlong.com/otis/otis_activities.html Youtube links: o http://www.youtube.com/watch?v=JOHUFenpN5Q Loren Long discusses the book o http://www.youtube.com/watch?NR=1&v=8_KP77pjmsc Penguin story time (six part YouTube series) Part 1: introduction Part 2: the ideas behind the story Part 3: read aloud Part 4: what did we learn? Other Ideas: From Grand Island, NE public schools: Verbal/Linguistic: Assign students the character roles of Otis, the little calf, the farmhands, the yellow tractor, the fire chief, and the fire truck. It is helpful if you have signs with a picture of each character to give to the students. Ask the students to tell you what little calf’s problem is. Have the little calf stand in the "mud." Ask who came first to help the calf? Then, have the farmhands stand next to the calf. Repeat the activity until you reach Otis. If you repeat the activity once or twice, every student will get at least one turn. From Kate Narita’s Blog http://katenarita.blogspot.com/2010/01/otis.html o Naturalist Otis and the little calf like to sit under the farm’s apple tree and look down at the farmstead below. Bring several different varieties of apples to school for students to sample. After sampling, have students vote which one was their favorite on the rating card. Click here for pdf or Pages download. Feel free to change the apples or the ranking criteria on the Pages document. Have your advanced students create a pictograph representing that class’s results. Assign the other students in pairs to research about each variety of apples. Point them to Produce Oasis to find their facts. Have them use PhotoBooth to make a video of their findings. o Intrapersonal In the middle of the story, Otis is replaced by a new, shiny, bigger tractor. The illustration shows Otis sitting behind the barn with weeds growing up and around him. Pretend you are Otis at this point in the story and make an inference using the illustrations about how you would be feeling if you were Otis. Write a letter to the farmer telling him how you are feeling about this change on his farm. o Interpersonal Otis, a tractor, and a baby calf make unlikely friends. They sit under the apple tree, play leap frog with the hay bales, and play down by the muddy pond. Create a Kidspiration web about one friend you have. In the center, use PhotoBooth to take a photo of your friend. Under the photo, write a list of five adjectives describing special qualities about your friend. Then, in the web, show several different activities you like to do with your friend. o Body/Kinesthetic This activity builds student confidence, strengthens community, and helps get rid of the jitters. Better yet you can do it during transition time. The little calf mirrors Otis’s movements. Ask one of your students to pretend to be Otis. This student will move a part of his or her body and all of the other students will mirror his or her movement. Switch leaders often. o Visual/Spatial Loren Long highlights his personified character by juxtaposing primary colors with a monochromatic background. Give students brown, black, or gray construction paper and white chalk. Ask the children to draw a landscape with white chalk. Then, they can choose a primary chalk color and personify a vehicle. Check out the Book Buddies section for more books with personified vehicles. o Musical Check out the book John Deere: Crazy About Tractors Songs and sing them with your class. This url lets you listen to song previews: http://www.amazon.com/John-Deere-Crazy-About-Tractor/dp/B002LB6EMY o Logical/Mathematical Gather students on the rug and give each student a whiteboard or clipboard to record addition problems. Tie a long rope onto a large object and tell the kids to pretend the object is the calf. Have a small number of students/farmhands come and hold the rope. Then ask more students to come and hold the rope. How many students tried to pull the calf out of Mud Pond? If you’re working on subtraction, start with the larger number or students and have some of them leave the scene. o Questions Otis is a little red tractor. What is a tractor, and what are tractors used for? Talk about farm machines and the different kinds of work they do. This story takes place on a farm. Talk about farms and what happens on them. What do people use that comes from farms? How are farms different now than they were in the past? Many kinds of animals live on a typical American farm. List the animals you might find on a farm. In what ways are those animals useful to people? Contrast wild and domesticated animals. Farmers are people who live and work on farms. What tasks do farmers do? Do they get paid for their work? How? Otis and the little calf were friends and liked to do many things together, like play leap frog, ring-around-the-rosy and sit quietly under the apple tree. What kinds of things do you like to do with your friends? What are your favorite games to play? When the little calf is stuck in the mud, many try to get her out: people, the big yellow tractor and even the fire truck. Who is finally able to get the calf out of the mud? Does being smaller than others mean you can’t do the same things? Does being bigger and stronger mean you can do more? Chocolate fountain (mud pond) and dip things in it Compare with Little Engine that Could, Mike Mulligan Things you would do with your best friend/on your free time Why old things are better sometimes than new things Inventions timeline – how things have changed – radio, black and white TV, color TV, flat panel, etc. or phone How come Otis can “unwind” at night all by himself and with the calf but when the farmer parks him behind the barn he can’t see the farm because of the weeds? He can obviously move so why doesn’t he? And when he comes to save the calf it is obvious that he is alive so why does the farmer treat him like a machine? Chant Otis’s sound whenever it is appropriate – putt puff puttedy chuff What sound does the new yellow tractor make? Brainstorm ideas Wear your overalls and farm hat when doing this story How can Otis get her out of the pond? Eat apples Compare and Contrast Graphic Organizer Otis Armadillo Readers’ Choice 2010-2011 © Round Rock Independent School District, Library Services The Little Engine That Could Ideas for Testing the Ice by Sharon Robinson Links: activities from Illinois School Library Association packet (ISLA) www.islma.org/pdf/monarch/Testing%20the%20Ice.pdf booktalk/websites from the South Carolina Picture Book Award packet http://studysc.org/sc-book-award/2011-2012-sc-picture-book-award-nominees activities/links from the Chickadee Award (Maine) chickadeeaward.org/2010-2011/Booklet2011.doc discussion ideas from the Green Gables Bookstore (Ontario) http://www.greengablesbooks.com/00pdfs/MM%20Testing%20The%20Ice%20Oct%2009.pdf Illustrator interview on Scholastic: http://www.scholastic.com/browse/article.jsp?id=3753448 YouTube book trailer: http://www.youtube.com/watch?v=6K_8z-29nwk Jackie Robinson at bat craft: http://www.crayola.com/crafts/detail/jackie-robinson-at-bat-craft/ Game footage (primary source): http://sportsvids.com/video.php?videoId=TVRJMU1RPT0= Jackie Robinson links from: http://blog.richmond.edu/openwidelookinside/archives/2919 From Grand Island, Nebraska public schools http://www.gips.org/district-services/technology/studentprojects/golden-sower-2011-2012/primary-nominees4/testing o Verbal/Linguistic Write about someone you know who is a hero. What did he/she do that was so important? What steps did he/she take to overcome adversity? Write two paragraphs on what it would be like if you were a black athlete during the time period of Jackie Robinson. How would you feel? What types of things would you have to deal with? o This book begins by telling you the time, the setting, and the main characters. Create a Kidspiration word web that tells the time, setting, characters, problem, and resolution. Add graphics to support the information. o The title tells us that the story is a BIOGRAPHY. Look on the internet for the definitions of different kinds of stories: a biography, tall tale, a legend, a folktale, a fairy tale, a fable, and a myth. Create a table with Pages. For headings, use Type of Story, Definition, Important Elements, and an Example of each. Conclude by telling what is your favorite type of story and why. o Choose a biography from the biography section in your library that you can read. (Find the template in Kidspiration under social studies/biography to share information about the famous person.) o Naturalist Some science experiments you can do with ice: http://www.exploratorium.edu/ronh/cool_experiments/index.html Try this additional ice experiment: This experiment is a little complicated to set up. Find a thin strip of wood about 1½ inches wide, ½ inch thick, and a couple of feet long. Set it up bridging the backs of two chairs and sink or across a bathtub. Make a loop of thin copper wire about 1 to 1½ feet in diameter by twisting the ends securely. Place the loop over the wood. Get an ice cube or one of the blocks from the previous activities and put it on top of the wood but under the loop. Hang something heavy from the loop. You may try tying the loop through the handle of a plastic jug filled with water. The loop now is applying great pressure to the ice cube. o o o o o Within ten minutes, you should be able to see the loop beginning to pass through the cube. Eventually, the loop makes it all the way through, but the cube will still be in one piece. The ice refreezes behind the wire when the pressure is released. In “Testing the Ice”, the story includes a scene in the wintertime when the Robinson’s lake froze over. Go on the internet and find information about ice on ponds and lakes. Create a multimedia project explaining how ice forms on ponds. http://www.helium.com/items/532525-how-ice-forms-on-a-pond http://www.blurtit.com/q367169.html For the sounds of ice cracking on a pond: http://boingboing.net/2010/01/17/cracking-ice-sheets.html Intrapersonal: Sharon Robinson, the author of the story, who is Jackie Robinson’s daughter, at the end of the story says, “Now years have passed, and we understand even more how much courage it took for my father to step on that ice. In fact, Dad showed the same courage on the ice that day as he did when he broke the color barrier in baseball.” A hero is someone who shows courage or noble qualities. Who is someone you consider to be a hero? Write a journal entry telling why this person is a hero. (You may use Pages or write it in your own hand.) Interpersonal: Interview someone who remembers life in the 1950's. Prepare at least four questions about life then verses now. What things have changed since 1955? What has stayed the same? Create a Venn diagram to show research results, and write a summary to show what you have learned about changing times. Body/Kinesthetic: Create a dramatization in a small group, of the scene on the ice. You will need characters to be the children and someone to be Jackie, creeping out on the ice a little at a time with a broom and a shovel. Visual/Spatial: Research Jackie Robinson. Make a timeline of important events in his life. Look at the illustrations by Kadir Nelson. Notice how well he shows the character’s emotions. Divide a paper into four sections and draw a self-portrait showing how you look when you feel mad, sad, happy, and surprised. OR Use the PhotoBooth program to create self-portraits to go beyond the usual mad, sad, happy, and surprised facial expressions, to EXPECTANT, SERIOUS. PROUD, AMAZEMENT, and DETERMINED. (Adapted from Scholastic.com activities for “Testing the Ice”.) Create your own portrait of Jackie Robinson, and include a few things that shaped his life. What other things were happening in the world in 1955? Use a world map to show at least three events and write a paragraph describing each. Musical: Find a song from Jackie Robinson’s time period, and then come up with your own lyrics regarding his life. Listen to The Ballad of Davy Crockett at http://kids.niehs.nih.gov/lyrics/davy.htm. Learn how to write a ballad at http://www.studyguide.org/ballad_writing_how_to.htm. Write your own ballad to the tune of Davy Crockett about how Jackie Robinson broke the color barrier in major league baseball. You can look on the internet at the web sites below to find information about Jackie’s life: o Jackie Robinson websites for further study or enrichment by Scholastic: http://www2.scholastic.com/browse/article.jsp?id=3751764 http://www2.scholastic.com/browse/collection.jsp?id=154 http://www.npr.org/templates/story/story.php?storyId=113378631 http://www.biography.com/articles/Jackie-Robinson-9460813 http://www.jackierobinson.com/about/bio.html o Logical/Mathematical Create word problems using baseball as a theme. Try these baseball math games online: http://www.funbrain.com/math/ http://www.prongo.com/math/ http://www.mathplayground.com/gsmbegin.html QUESTIONS- Have you ever experienced a time when you were afraid to do something, but you did it anyway? How did that feel? *Why do you think Jackie Robinson did the things he did, even though he was scared? Other books: Other books by Sharon Robinson- Jackie’s Gift, Safe at Home, Slam Dunk, Promises to Keep: How Jackie Robinson Changed America, Jackie's Nine: Jackie Robinson's Values to Live By Sharon Robinson websiteshttp://www.sharonrobinsonink.com/ http://www2.scholastic.com/browse/contributor.jsp?id=2004 Kadir Nelson website http://www.kadirnelson.com/ Other ideas: Other books for children about Jackie RobinsonA Picture Book of Jackie Robinson” by David Adler Jackie Robinson: Strong Inside and Out by Time For Kids Editors, Denise Louis Patrick Baseball jerseys Pair with a Jackie Robinson biography “skate” figure eights and other numbers Water cycle tie in – what state is it in during summer, winter? Lesson Plan for the Virginia Reader book Testing the Ice by Sharon Robinson Jodi Odlum – SCPS Kindergarten teacher This is a great story to share during Black History Month and while talking about civil rights – I plan to tie it in with learning about Martin Luther King, Jr. This is also a great book to share during the character education month about courage. You can discuss about how courageous Jackie Robinson had to be to join the all-white baseball team at that time in history. Explain to the students that this is a non-fiction book and what the term non-fiction means. After reading the story, ask students to imagine being alive in the 1950’s and to write about how they might feel if they were in Jackie Robinson’s shoes. Reread the page when Mr. Rickey talks with Mr. Robinson about whether or not he’d like to play professional baseball, discussing the part about why Jackie would most likely face name-calling, threats, and physical attacks. Have students write a response to, “Would you say yes or no when asked whether or not you’d like to play in the all-white professional baseball league in the 1950’s?” Younger students could write, “I would say ____________ because ____________________________________.” Ideas for using We Are in a Book by Mo Willems Ideas below: Pig and elephant masks to go with readers’ theatre Lesson plan using voice by SCPS teacher Cynthia Smith Lesson plan using sentence types—by unknown Blank speech bubbles Links: Teachers’ guide from Pigeon Presents http://www.pigeonpresents.com/teachersguides/EandP_eventkit1011.pdf Other ideas: Search for “faces showing emotion” as a Google Image search, print cards with emotions on them – make a face that conveys that emotion. Identify the emotions in the book: anger, concentration, hilarity, fear, worry, sadness, surprise Create a Readers’ theatre for your students by adapting the two voices into a script Have students read the book with a partner with each person taking one of the parts (if you have multiple copies of the book) Pair students up and give them small white boards (or pieces of paper if you don’t have white boards) One student writes a word on the board and shows it to his or her partner for them to read aloud. They have to read whatever is written. Take turns. Have them work together to write a word for another pair. Make pipe cleaner glasses like elephant – use four pipe cleaners: 1 for each lens. Use the tail of the pipe cleaner to make the bridge of the glasses. One pipe cleaner for each earpiece. Fold it in half and then twist to make the earpiece. Eat bananas during/after reading If you could make someone say any word at all, what would it be? Work with a partner. Write a word and show it to your partner for them to read aloud. They have to read whatever you write! Use white boards. Look at punctuation and tailor your reading appropriately. Read joke books to each other. We Are In A Book! By Mo Willems Grade Level: 2 SOL: Writing 2.7, 2.8, 2.12 Objectives: Students will listen to the book We Are In A Book by Mo Willems. Students will identify feelings of characters throughout story by locating declarative, interrogative, exclamatory sentences using punctuation. Materials: We Are In A Book and other Elephant and Piggie books by Mo Willems. Elmo to project pages. Pre-reading activity: Predict what story will be about. Discuss “word bubbles” to show who is talking. Learning Activities: After reading We Are In A Book, discuss the use of punctuation to express feelings: period, question mark, exclamation mark. Locate several of each mark to demonstrate its use. Reread story with students listening and looking for questions. When one or two are found, write them on the whiteboard. Read again looking for statements, and again looking for exclamatory sentences. As a class, read the written sentences with expression. Another activity could be to divide the class into boys and girls, and reread with boys reading Elephant’s words, and girls reading Piggie’s words with expression. Writing Activity: Students could write a simple example of each sentence and illustrate. Extensions: Read other Mo Willems’ books; Yo! Yes? and Ring! Yo? By Chris Raschka Lesson Plan for We Are in a Book Written by Mo Willems Grade: K By Cynthia Smith Topic: Voice Goals: The student will read the story using proper inflection. Objective: The student point out the word bubbles in the story. The student will discriminate between the colors of the word bubbles. The student will notice the variations of text size in the story. The student will read the story in a reader’s theater format using voice and inflection based on character and text size. Materials: The book We are in a book, construction paper, glue, scissors and crayons. Procedure: 1. Introduction a. The students will look through the book and a point out anything unusual that they notice. The teacher will give leading questions that lead the students to notice the word bubbles and various size of text. b. The students will brainstorm reasons why the author used various text size and various word bubble colors. The teacher will give leading questions to lead the students to the correct answers. (Color match character colors.) (Text size matches voice inflection) 2. Development a. The teacher will read the book without using inflection in her voice and the teacher will read the story again with voice inflection. 3. Practice a. The students will make Piggie and Elephant masks and will break up into partners. Two students will “read” the book reader’s theater style using voice and inflection. 4. Independent Practice a. The students will create their own Elephant and Piggie picture using text size and word bubbles. b. Students may make a complete story in comic book style. 5. Closure a. The student will share their Elephant and Piggie story using voice and inflection. 6. Accommodations a. Students may make a complete story in comic book style. b. Students may work with a partner and use peer support if needed. 7. Checking for Understanding a. Students will look at another Elephant and Piggie book and orally tell the teacher why the author used word bubbles and various text size. Check out the Mo Willems Website and the Elephant and Piggie Event Kit. http://www.pigeonpresents.com/teachersguides/EandP_eventkit11.pdf http://www.mowillems.com/ © www.freeprintables.org Ideas for What Pet to Get? by Emma Dodd Ideas Below: Sorting activity—good pets/bad pets Animal tracks (from endpapers) match animal tracks to animals Links: Pet crafts from DLTK: http://www.dltk-kids.com/animals/pets.html Animal tracks: http://www.bear-tracker.com/mammals.html Other ideas: From texaslibrarian.com: Text-to-text connection with Stanley and the Class Pet by Barney Saltzberg. Jack is asking his mother what pet shoud they get. The book lends itself to classifying and predicting. Students may predict what Jack’s mother will say when he suggests one of his outlandish pet ideas such as an elephant, polar bear, t-rex, and a shark. It’s fun to read these two books together with one book for a class pet and the other for a home pet and discuss the difference between the two places and how that makes a difference in what pet is chosen List of animals before beginning the book. Then, adjectives that would describe them as a pet. Too __________ Writing activity: If I could get any pet I would get a ___________________. I could ______________________ with my pet. I would name it ___________________________________. Animal sound effects – elephant, lion, polar bear, t rex, etc. There are a lot of cleaning products in the book. Assemble some of them plus animal cleaning products. Have the students predict which ones would be used to groom animals. Cleaning things pictured in book: rubber gloves, hand soap, sponge, bucket, shampoo, toothbrush, toothpaste, bubble bath, rubber ducky. List other supplies you would need for a pet Clap and chant: what pet to get? What pet to get? Image sources • Slide two: free clipart from www.dltk.com • Slide three: free clipart from www.arthursclipart.org • Slide four: free clipart from www.thekidzpage.com • Slide five: free clipart from www.classroomclipart.com Identifying Animal Tracks TRACKS ANIMAL BEAR usually leave 5-toed tracks with a human-like or distant heel mark RACCOON Front feet are "hand-like". Back feet are longer. Not all toes show. WOLF Wolf tracks are similar to the tracks of some large breeds of dogs but are generally larger and more elongated, with broader toe pads and a larger heel pad. COYOTE Similar to wolf tracks but smaller in size. RED FOX Red fox tracks show four toes and claws. The foot of the red fox is covered with hair, so toes can be indistinct. Red foxes have callous pads on their toes that sometimes show up in the prints. There is also a chevron-shaped callous pad on the heel pad of the foot. Large dog Dogs, bears and weasels (badgers, skunks, weasels, otters) tracks usually show claw marks DEER Tracks have two toes (hooves), that make an upside-down heart-shaped track. OPOSSUM Tracks show five toes on the front foot and five toes on the rear, including the opposable thumb. The thumb lacks a claw. Beaver Hind tracks are 6-7 inches long, front tracks are 2-3 inches long. Hind print show five toes, front print show four or five toes. Hind foot has webbing between toes. Rabbit Tracks are often indistinct due to the hair on the bottom of the feet. Tracks are in groups of four prints, with the cluster usually measuring six to nine inches long. Skunk Tracks show five toes on the front foot and five on the hind foot. The front tracks usually show claw marks farther ahead of the toe marks than the rear prints do. This is because the skunk has longer claws on the front feet to use in digging up roots and insects. Pet Accordion Book Cut out the pets and paste them on the correct place. Overlap and glue the book patterns to make an accordion book. Copyright c by KIZCLUB.COM. All rights reserved. I Love Pets! tortoise by 4 hamster dog 1 5 goldfish bird 2 6 cat rabbit 3 7 GLUE Copyright c by KIZCLUB.COM. All rights reserved. If I could get any pet…. Name: _______________________________________________ If I could get any pet I would get a(n) _______________________. I could do this with my pet ________________________________ _____________________________________________________ _____________________________________________________ I would name my pet ___________________________________.
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