storytime guide - Make Way for Books

Transcription

STORYTIME GUIDE
STORYTIME
GUIDE
developed by
Stacy Roberts
Assisted by: Myndi Daniels
Mary Sanchez
Mary Jan Bancroft
2010 Edition: Mary Jan Bancroft
Julie Friberg
Emily Phy
Jenny Volpe
Copyright Notice (2005, 2009, 2010)
All art and written material in this guide is copyrighted. You have permission to use these materials in your own classroom or library. You may not copy, reproduce or distribute, for sale or
commercial use, any portion of the art or written material.
i
ACKNOWLEDGEMENTS
About the Storytime Guide Developer: Stacy Crossen Roberts holds a master’s degree in
Elementary Education, with a focus on early childhood. Drawing upon 33 years of experience
teaching in Arizona and Connecticut schools, Ms. Roberts has developed reading materials and
conducted numerous teacher training workshops. Under the pen name “Stacy Crossen,” she
created some of the poems found within this guide. MAKE WAY FOR BOOKS greatly
appreciates her efforts.
Most of the ideas and activities in this guide were found in the resources listed in the
bibliography. Our thanks go to the many teachers and authors who developed them.
The third edition of the Storytime Guide is:
First Things First (FTF), approved by Arizona voters, works to ensure that our youngest children
have access to quality early childhood experiences so they will start school healthy and ready to
succeed. For more information on First Things First visit www.azftf.gov
MAKE WAY FOR BOOKS also thanks the United Way of Tucson and Southern Arizona for
enabling us to provide this guide to numerous centers in Southern Arizona through the First
Focus on Kids Community Initiative.
MAKE WAY FOR BOOKS is a non-profit 501(c)(3) organization established to promote early
literacy in children from low-income areas of Tucson and Southern Arizona.
MAKE WAY FOR BOOKS
3955 E Fort Lowell Road, Suite 114
Tucson, Arizona 85712
(520) 721-2334
www.makewayforbooks.org
TABLE OF CONTENTS
Make Way for Books Core Titles
1
How To Use This Guide
3
Lesson Plans
Abuela, Arthur Dorros
4
Angela’s Airplane, Robert Munsch
7
Baby Bear’s Books, Jane Yolen
10
Brown Bear, Brown Bear, What Do You See?, Bill Martin
12
Chicka Chicka Boom Boom, Bill Martin
15
Corduroy, Don Freeman
20
George and Martha, James Marshall
24
Good Night, Gorilla, Peggy Rathmann
26
Goodnight Moon, Margaret Wise Brown
30
How Do Dinosaurs Say Goodnight?, Jane Yolen
32
I Like Me!, Nancy Carlson
36
Knuffle Bunny, Mo Willems
38
Little Mouse, Red Ripe Strawberry…, Don & Audrey Wood
44
The Little Red Hen, Paul Galdone
46
Lunch, Denise Fleming
52
Mouse Paint, Ellen Stoll Walsh
54
Napping House, Audrey Wood
57
No, David!, David Shannon
61
On Mother’s Lap, Ann. H. Scott.
65
Owl Babies, Martin Waddell
69
Three Little Javelinas, Susan Lowell
71
Way Out in the Desert, Marsh and Ward
73
We’re Going on a Bear Hunt, Michael Rosen
77
What a Wonderful World, Thiele and Weiss
82
When Sophie Gets Angry-Really, Really Angry…, Molly Bang
84
Resources/Bibliography
Table of Contents
87
iii
MAKE WAY FOR BOOKS
Core Titles for Ages Three to Five
Angela’s Airplane by
Robert Munsch
Brown Bear, Brown
Bear, What do you see?
by Bill Martin Jr.
Corduroy by Don Freeman
Goodnight Moon
by Margaret Wise Brown
Abuela
by Arthur Dorros
Baby Bear’s Books
by Jane Yolen
Chicka Chicka Boom
Boom by Bill Martin, Jr.
George and Martha
by James Marshall
Good Night, Gorilla
by Peggy Rathmann
I Like Me!
by Nancy Carlson
The Little Mouse, the Red
Ripe Strawberry, & the
Big Hungry Bear
by Don & Audrey Wood
How Do Dinosaurs Say
Good Night by Jane Yolen
Knuffle Bunny
by Mo Willems
1
MAKE WAY FOR BOOKS
Core Titles for Ages Three to Five
The Little Red Hen
by Paul Galdone
Mouse Paint
by Ellen Stoll Walsh
On Mother’s Lap
by Ann Herbert Scott
Lunch
by Denise Fleming
No, David! by David Shannon
The Napping House
by Audrey Woods
Three Little Javelinas
by Susan Lowell
Owl Babies
by Martin Waddell
When Sophie Gets Angry
by Molly Bang
Way Out in the Desert
by T.J. Marsh and
Jennifer Ward
What a Wonderful World by
George Weiss and Bob Thiele
We’re Going on a Bear
Hunt by Michael Rosen
2
HOW TO USE THIS GUIDE
We encourage teachers to read to their children every day. Research has shown that reading
aloud to young children is the single most important factor in learning how to read.
Please use this as a resource but feel free to add to or modify any of the activities to meet the
needs of your children. For each title you will find the following storytime elements:
Things to get ready
Read through each storytime before you begin so that you can decide which activities you would
like to do or if you need to modify anything. Be sure to read each book ahead of time so you can
do a great job reading it aloud.
In addition to materials needed for activities, this section also includes a list of related books that
may be of interest to your students. Teachers are encouraged to read related books to their
children to reinforce a particular topic. All suggested books are available at the public library.
Getting the children ready to listen
This section includes fingerplays, poems, songs, or other games and activities. These types of
activities will help to focus the children and introduce the topic of the story. Fingerplays help
children to develop their fine motor skills, to increase their vocabulary, and to learn new
concepts. Songs and poems are great for language development and give children a sense of
empowerment when they learn them. You can encourage children to teach songs and poems to
their families. Singing can be especially effective in getting children to come over to the
storyime area and in settling them down.
Read-Aloud Guide
A step-by-step guide is offered in this section to help you get the most out of reading each book
aloud. Suggestions of what to do before you read will prepare the children for a certain topic and
will increase their interests. What you do during the reading will encourage children’s active
participation. Questions and comments you make after reading will help children make
connections to their own lives and experiences.
Extension Activity
Extension activities are suggested for each book. Most are designed to reinforce the peace area
identified beneath the title of each book. These activities may also focus on one of the six areas
of reading readiness. Please encourage children to take their projects home and retell the stories
to their parents. This is an excellent way to enhance language development and comprehension.
Certain activities in this section ask teachers to write down what the children dictate or tell about
their pictures. This helps children see that what they say can be written down and then read by
others.
How to Use This Guide
3
Abuela
By Arthur Dorros
 Things to Get Ready:



A copy of Abuela, by Arthur Dorros
Choose one of the following extension activities:
Grandma Pictures:
drawing paper for each child
crayons or colored pencils
Cloud Drawings:
white paint
paintbrushes
blue paper for each child
crayons
Related books to read during storytime and place in the library corner:
o A Busy Day for a Good Grandmother, by Margaret Mahy
o Luka’s Quilt, by Georgia Guback
o Grandmother and I, by Helen Buckley
o Me and Nana, by Leslie Kimmelman
 Getting the Children Ready to Listen:
Grandma Pictures:
 Tell the children you will be reading a book about a grandmother called Abuela who is
good at taking her granddaughter on adventures.
 Ask them if they have a grandma or abuela. Have them share something they enjoy doing
with their grandmothers.
 Read the poem together:
Grandmas, by Stacy Crossen
Grandmas are good at imagining things,
Flying up high and soaring on wings,
Helping discover new friends and new faces,
Visiting all kinds of interesting places,
Taking the time to pretend and to be,
Sharing some time with just you and just me.
Cloud Drawings:
 Show the end papers in the book to the children and ask them to be quiet for a minute.
 Tell them to close their eyes as you read the poem slowly.
 Afterwards tell them you will be reading a book about a little girl and her grandmother
who go floating through the sky.
Abuela
4
Cloud Dragons by Pat Mora
What do you see
In the clouds so high?
What do you see in the sky?
What do you see
In the clouds so high?
What do you see? Tell me, do.
Oh, I see dragons
That curl their tails
As they go slithering by
Oh, I see caballitos
That race the wind
High in the shimmering blue.
 Read-Aloud Guide:
BEFORE you read the book:
1. Open the book and show the children the entire cover (front and back). Read the title,
author and illustrator. Talk about which one is Abuela and which is the granddaughter.
2. Ask the children to look carefully at the illustration and tell you where Abuela and her
granddaughter are.
3. Refer back to the poem you have read and connect it to your invitation to the children to
listen to the story.
Grandma Pictures:
Cloud Drawings:
“This grandma is flying up high and soaring too. Let’s see what
kinds of places they visit.”
“Abuela and her granddaughter are floating through the sky.
Let’s listen and find out why.”
DURING reading:
1. This book is very imaginative. Help the children enjoy the pretending by using your
voice to show imagination and wonder.
2. Be sure to hold the illustrations long enough for them to see the details. Try to point to a
part of the picture as you are reading that will help them connect the words with the
illustration.
Example: Move your finger around Liberty’s head as you say “We would circle around
Liberty’s head…”
AFTER reading:
1. Invite several children to share their favorite adventure that Abuela and the granddaughter
took.
2. Encourage children to use their imaginations by asking questions about flying.
Examples: What would be the best part of being able to fly?
Where would you go if you could fly?
Abuela
5
 Extension Activities:
Grandma Pictures:
1. Lead a discussion about the book. Invite the children to share a favorite “adventure”
from the book, if they haven’t already. If you can, tell about a special time you shared
with your grandmother.
2. To help the children understand how to get started, describe simply and briefly how you
would draw your picture of this memory. You may start your own drawing for the class
to see.
Tip: Don’t draw too much of your own picture so that students will be able to
think of their own memories.
3. Students will now have a chance to make their own drawings. Ask students to think about
a happy time they have spent with a grandmother or special grown-up friend. Invite a few
to share what they will draw in their picture.
4. Distribute drawing paper, crayons, colored pencils (preferably not markers). Tell them
you will be around to help write a sentence they tell about their picture.
5. Encourage them to share their pictures with their families.
Cloud Drawings:
1. Show the end sheets of the book. Lead a discussion about what they see. Ask students if
they have they ever seen “pictures” in the clouds themselves. Have them imagine what
they see in the clouds.
2. Give them an example of something you would draw in your picture. Describe to
students how they will use white paint to make cloud “pictures” on their own blue paper
skies.
3. As the children are finishing their cloud “pictures,” walk around and write down a
sentence they dictate about their picture.
4. Once the paint has dried, have them draw themselves in the clouds with crayon.
5. Encourage them to share their pictures with their families.
 Take Home Activity:
1. Send home a note to parents about the story of Abuela. Suggest that they help their child
write a note or call their own grandmother or other special family member to tell them
about a fun adventure they have taken together.
2. Encourage children to share the activity you completed in class with their parents as they
tell them about the book, Abuela. Send home a note with the title and author of the book
and encourage parents to check it out from their local library branch.
Abuela
6
Angela’s Airplane
by Robert Munsch
 Things to get ready:




A copy of Angela’s Airplane, by Robert Munsch
Copies of the attached sheet for each child.
Crayons
Related books to include in your library corner:
o I Fly, by Anne Rockwell
o In the Driver’s Seat, bu Max Haynes
o First Flight, by David McPhail
o Amelia’s Fantastic Flight, by Rose Bursik
 Getting the children ready to listen:


Tell children that the story you are going to read has an airplane in it.
Teach the poem with the movements. Repeat several times, saying it slowly enough that
the students can join in with the words by the last repetition.
The Airplane
The airplane has big wide wings.
Its propeller spins around and sings.
Vvvvvvvv!
The airplane goes up in the sky.
Then down it goes, just see it fly!
Vvvvvvvv!
Up, up, and up; down, down, and down;
Over every housetop in our town.
Vvvvvvvv!
(stretch out arms)
(make one arm go around)
(make the sound)
(lift arms up and then down)
(make the sound)
(make continuous up/down movements)
(make the sound)
1. Ask the children to raise their hand if they have ever ridden on an airplane. Invite a few
to share a comment.
2. Remind them about the poem you have just shared and show them the cover of the book.
3. Ask them if they see anything unusual in the picture.
(a little girl in the cockpit who looks scared, or similar response)
4. Tell them her name is Angela and read the title, author and illustrator. Invite them to
listen to what happens when Angela is very curious.
Angela’s Airplane
7
DURING reading:
1. After you read the first page, stop. Ask them what the problem is.
(Angela’s father got lost)
2. Ask the children to predict what they think Angela will do.
(in the picture, Angela looks like she might get on the plane)
3. On the pages where Angela asks questions such as “Don’t you think it’s okay if I push
just one button?” turn to the children and raise your eyebrows and ask for their responses
before you continue reading. If they say yes, ask why. If they say no, ask why.
4. Direct their attention to the illustration as you continue, which shows Angela pushing the
buttons.
(Hopefully they will have already noticed this.)
5. On the page before the last page where Angela promises never to fly another airplane,
stop and ask the children how they think the story will end.
(Have 3-4 students predict the ending.)
6. Read the last page.
AFTER reading:
1. Have students share their reactions. Were they surprised? Were anyone’s predictions
correct?
2. Why do they think Angela becomes an airplane pilot when she had a crash in an airplane
when she was little? (Hopefully they will mention some of these ideas or others: she is
brave, she is curious, she likes all the buttons and wants to learn how to use them.)
 Extension Activity:
1. Show them the picture of Angela. Say, “Remember when Angela said, “Yikes.” That’s
what it says here.”
2. Tell them the big circle is called a speech bubble or a cartoon bubble. The words inside
are what Angela is saying. (Point to the part that points to her mouth.) Read them what
Angela is saying and make your voice stop suddenly at the end to show that what she is
saying is not finished.
3. Ask them to think about what Angela should do. Tell them they will color Angela and
you will come around and write what they want Angela to say.
4. After you have written the dictation, have each child “read” it back with you. Praise their
work. They are “writers.”
5. Take time to have students share their work in a sharing time.
Have children take home their writing about Angela to share with their families. Encourage
them to go to the library to check out the story Angela’s Airplane at their local library.
Angela’s Airplane
8
Buttons
red
doors
red
yellow
lights
yellow
green
motor
green
Yikes! I pushed all the
buttons, and the airplane
took off. I should: ______
______________________
______________________
______________________
______________________
______________________
______________________
By _________________________
Angela’s Airplane
9
Baby Bear’s Books
By Jane Yolen


A copy of Baby Bear’s Books
A selection of related books:
o Brown Bear, Brown Bear, by Eric Carle
o Goldilocks and the Three Bears, by James Marshall
o Other versions of Goldilocks
o Reading Makes You Feel Good, Todd Parr
o I Like Books, by Anthony Browne
o Maybe a Bear Ate it? By Robie Harris
o Wild about Books ,by Judy Sierra
o The Best Place to Read , by Debbie Bertran & Susan Bloom



Sit children in a group in front of you so that they can all see the book.
Sing or recite the song/poem that you usually sing to get ready to listen to a story.
Say the following poem:
Big Book, Little Book
by Sarah Barchas
Big books, little books - narrow and wide.
Open the book and look inside.
Tall books, short books - old and new.
Waiting on a shelf is a book for you,
For me, for you, for me, for you ...etc.
Let’s read!!
1. Show the cover and read the title and author.
2. Ask the students to comment on the cover picture. What is Baby Bear doing? Where is
Baby Bear? Where is his family?
3. Say, “I wonder if he is waiting for his porridge to cool.” See if the children choose to
make connections with Goldilocks and the Three Bears.
4. Do a “picture walk” with the children. Look at the pictures. Talk about what you notice
Baby Bear doing and who he is with. Model making predictions and encourage children
to participate.
Baby Bear’s Books
10
DURING reading:
1. Read the book focusing on the pattern of the language, so that the sounds and rhythms of
language don’t get lost.
2. As you read the story act out the words. For example, while reading the word “whisper”
say it in a whisper. Growl as you read the word “growl”. “Giggle”, “shout”, “laughter”,
can all be acted out in the same way. The words “bouncing” and hungry can be acted out
physically as the word is read. Rub your tummy while reading “hungry”.
3. During the following parts, read slow and softly, “Or read something gentle and happy
and sweet. We’ll snuggle real close on the old garden seat.” A relaxed sigh could be
included to help set the mood. Or perhaps a teddy bear might be used for snuggling.
4. Yawns could be added to the following part, “Nap time’s all dozy, a soft cozy time. So,
onto your lap I will carefully climb. And there you can read me a wave- rocking (sway
your body gently) tale, as off into faraway dreamland I sail.”
AFTER reading:
1. Give the opportunity for the children to take turns responding to the story.
Small Group Book Hunt Counting Activity
As a group count the number of books on each page. Write the number on the board or a piece
of paper. Take turns letting the children in the small group write the number on a sticky note and
place it on the page.
During each reading choose to focus on one or more of the following topics. Where is Baby
Bear reading? Who reads with Baby Bear? What does he read about in his books? When does
baby bear read?
Ask parents to send in a picture of their child reading. Let them know that you will be making a
book with those pictures. Tell them that you will be using the following types of sentence
patterns.
Where does _____________ read?
What book does ______________read?
Who reads with ____________?
When does _____________ read?
Baby Bear’s Books
11
Brown Bear, Brown Bear, What Do You See?
By Bill Martin, Jr.




A copy of Brown Bear, Brown Bear
Paper for each child
Markers, crayons, or colored pencils
o The Mixed-Up Chameleon, by Eric Carle
o Color Zoo, by Lois Ehlert

Tell the children that your story today deals with colors. Then read the following
poem.
Colors, We Love You
Purple, we love you.
Yes, we do.
Eggplants, grapes,
And violets too.
Red, we love you.
Yes, we do.
Apples, berries
And cherries too.
Blue, we love you.
Yes, we do.
Sky and lakes,
And bluebirds.
Orange we love you.
Yes, we do.
Pumpkin, juice,
And carrots too.
Green we love you.
Yes, we do.
Grass and trees,
And lettuce too.
Yellow we love you.
Yes, we do.
Bananas, sun,
And lemons too.
 Read-Aloud Guide
1. Tell the children that this book is about a bunch of different animals that are all funny
colors. Read the title, author, and illustrator.
2. Have students tell you their favorite colors or their favorite animals.
Brown Bear, Brown Bear, What do you see?
12
DURING reading:
1. This book contains a lot of repetitive text. Have students read along with you as they
pick up the pattern.
2. Ask questions about what color they see or what animal they see before reading the
next line. This will help students recall vocabulary for animals and colors.
AFTER reading:
2. Have students see if they can remember what animals where in the story, and what
colors they each were.
3. Choose either or both of the following activities.
 Extension Activities
Activity 1: Make a class book



Have each child draw a picture of himself or herself using crayons or markers.
Put the pictures together in a class book, and ask the children to help you “write” the
story in the same pattern as the Brown Bear book. For example, on Suzy’s page,
write, “Suzy, Suzy, what do you see? I see Billy looking at me.” Billy’s page would
then come next in story. This pattern continues until you reach the end.
Laminate the pages and add it to the class library, so your class is able to revisit the
book and practice “reading.”
Activity 2: Poem
Read the poem by Barbara Pratt. Make sure you have the students guess the color. You can
add more verses if you want to.
What Color Am I?
Copyright 2000 Barbara Pratt. All rights reserved.
I am thinking of a color that is the color of the sky.
What color am I? (Blue).
I am thinking of a color that is the color of the sun.
What color am I? (Yellow).
I am thinking of a color that is the color of grass.
What color am I? (Green).
I am thinking of a color that is the color of milk.
What color am I? (White).
I am thinking of a color that is the color of a lemon
What color am I? (Yellow).
I am thinking of a color that is the color of a lime
What color am I? (Green).
I am thinking of a color that is the color of an orange
What color am I? (Orange).
13
 Take Home Activity
Send home directions for this activity along with a note that tells parents you have been
looking at colors and the book Brown Bear, Brown Bear.
Have students paint a piece of paper their favorite color. After the paper dries have the
student tell you things that are that color and write it on the back of the page.
14
Chicka Chicka Boom Boom
by Bill Martin, Jr. and John Archambault






A copy of Chicka Chicka Boom Boom, by Bill Martin Jr.
Name Song:
o Make a letter card for each child in your class for the beginning letter of his/her name.
(Use 3x5 index cards & a bold marker.)
Art Activity:
o Gather together brown paint and a sheet of paper for each student. Make “arm” trees
for each student a day in advance.
o Make photocopies of the alphabet letters.
o Cut up the alphabet letters and put them in an envelope for each child.
o Glue Sticks
o Crayons
Place magnetic letters and a metal cookie tray in a learning center, so children can
practice naming and/or sequencing letters..
Classroom idea:
o Make a large coconut tree for your classroom.
o Make large copies of the letters.
A selection of related books for children to use during free reading time:
o Ed Emberley’s ABC, by Ed Emberley
o Alphabet Adventure, by Audrey Wood
o Eating the Alphabet, by Lois Ehlert
o The Z was Zapped, by Chris Van Allsburg
Have a discussion about the alphabet:
 Ask the children “What is the ALPHABET?”
 What is the first letter of the alphabet? Last letter?
 Tell them you will be reading a story about letters that climb up a coconut tree.
 Say, “Let’s sing the Alphabet Song to get in the mood for our story.”
1. Open the book and show the whole cover. Ask the children what they see. (a tree)
2. See if anyone remembers what kind of tree you mentioned before that would be in the
story. (coconut) What are the brown circles in the picture? (coconuts)
Chicka, Chicka, Boom, Boom
15
3. Read the title of the book in the rhythmic voice you will use when you read the story.
Also mention the author and illustrator.
4. Show the inside cover and ask what they see. (alphabet) Why is each letter written
twice? (Possible responses: big & small, upper & lower case, capital letter and small
letter)
DURING reading:
1. As you read, go slowly through the text, letting your voice go up and down to exaggerate
the rhyme and rhythm a bit, and to give the children a chance to enjoy the illustrations.
2. Try to point to each letter as you read the text.
3. Encourage the children to join in. For example, on the page that says, “Look who’s
coming! L M N O P!” - and as you are pointing to each letter, nod your head and smile
to show them that they may join in.
4. After the “Q R S!” and “T U V!” pages, stop and ask the children if they notice
something happening. (the tree is bending over) Ask, “Why?” (It is getting heavy with
letters) “What do you think will happen?” Give a few children a chance to respond.
“Let’s see what happens.”
AFTER reading:
1. To encourage discussion and recall of details, say “Tell me some of the “boo-boos” some
of the letters got when they fell off the tree.” Turn back to the pages that show the
“skinned-knee D” and “G all out of breath” as well as others to give them visual
reminders.
2. If you have gathered a metal cookie sheet and magnetic letters, show the children where
they are, and encourage them to play with them.
Name Song:
 Lay all the alphabet cards on the floor in the middle of the group. Let each child find his.
(If they do not recognize their letters, pass them out to those children.)
 Point to one child. Have her hold up her alphabet card. Sing the NAME SONG (see
below) using her name and first letter. Quietly clap for her as you sing, and then have her
put her letter on the floor or a felt board.
 End the game by singing the ABC SONG.
 Each child could decorate their letter card or glue it to another piece of paper and
illustrate things about themselves.
Name Song (tune: Farmer in the Dell)
Liz begins with ‘L’
One clap for Liz, (clap for Liz.)
16
Art Activity:
 Have students paint a piece of paper brown.
 Trace the child’s arm and hand on the brown piece of paper.
 Cut out the tracing. This will be the trunk of the child’s coconut tree.
 Give the children the envelope with the letters and have them glue the letters on. This
activity may be split up into two or three sessions.
Chant
Kids will love trying this. Teacher says a line and the kids echo it back. It has a little “rap”
feel to it. Each time, try it in a different voice. Try baby, giant, mouse, whispery, deep, etc.
After the children get the idea, they can decide what voice to use. Have fun!
I said a boom Chicka boom.
(kids echo)
I said a boom Chicka boom.
(kids echo)
I said a boom Chicka rocka Chicka rocka Chicka boom.
(kids echo)
A ha!
(kids echo)
Oh yeah!
(kids echo)
One more time!
(kids echo)
Whisper style (or giant, baby, robot, etc) or (The End!)
Classroom idea
Make a large coconut tree for your classroom and hang it on the wall. In ABC order have the
students glue the large letters on the tree. Make sure you say each letter after the child has glued
it on the tree.
Send home the art activity and the attached recipe to parents. Encourage children to talk to their
families about the book, Chicka Chicka Boom Boom with their parents.
17
Dear Parents,
Today at school, we read the story Chicka Chicka Boom Boom, by
Bill Martin Jr. In this fun story, the letters of the alphabet get into
trouble when they try climbing up the coconut tree. Ask your child
to share what they remember about the story with you. Look for the
book during your next trip to the library.
Enjoy this fun snack with your child as they share their experience
with the story with you.
Edible Trees
Ingredients:
Celery stalks
Peanut butter
Shredded coconut
Raisins
Spread the peanut butter along the celery stalk. Sprinkle the
coconut along the peanut butter to be the leaves. Place the raisins
along the peanut butter to be coconuts.
18
a b c d e
f g h i
j
k l m n o
p q r s t
u v w x y
Chicka Chicka Boom Boom
z
19
Corduroy
by Don Freeman







A copy of Corduroy, by Don Freeman
A piece of corduroy fabric
A day or two ahead of reading this story, invite the children to bring in their favorite
teddy bear. You bring in yours too. Try to have a few extra available for those children
who might not have one.
Make copies of the art activity (bear and overalls). Cut these out for each child. Gather
buttons or cut out circles that students could use as buttons. (One could also make a copy
of the bear, cut it out to make a pattern and then trace a bear for each child. This way the
child could decorate the bear’s face herself.)
Snack Idea: small paper cups filled with raisins and peanuts…easy to carry to the
“picnic” area.
A large button for the button game.
A selection of related books to include in the library corner:
o Jesse Bear, What Will You Wear?, by Bruce Degen
o My Best Friend Bear, by Tony Johnston
o We’re Going on a Bear Hunt, retold by Michael Rosen



Stand in a circle with your teddy bears.
Teach your students the words to the chant “Teddy Bear, Teddy Bear, Turn Around.”
Instruct the children to clap their hands while they chant. Encourage them to turn around
and touch the ground just like in the chant (their teddy bears too)!
Teddy Bear, Teddy Bear, Turn Around
Teddy bear, teddy bear, turn around
Teddy bear, teddy bear, touch the ground
Teddy bear, teddy bear, tie your shoe,
Teddy bear, teddy bear, I love you!
1. Show the front cover of the book. Read the title, author and illustrator. Ask the children
what they notice about the bear. Possible responses: he is missing a button, he is looking
at his lost button.
Corduroy
20
2. Show the corduroy fabric if you have brought it. Tell the children that boys and girls
used to wear corduroy overalls like the ones Corduroy has on.
3. Show the back cover of the book. Ask them what they think is going on. Possible
responses: the girl has fixed his overalls, they like each other.
4. Set the mood by having the children imagine they are in a very big store. Inside the store
is a place just for toys where Corduroy has lived for a very long time. Tell them as the
story opens, this little bear named Corduroy has 2 problems. Invite them to listen and see
what they are.
DURING reading:
1. Stop after page 9 and ask the children what two problems Corduroy has. Responses: he
wants to find a family, he has lost his button. “What is he going to do now?” Response:
He’s going to look for it in the store.
2. Use your voice to sound like a bear filled with wonder as he walks around the store, and
then as he looks around his new home.
AFTER reading:
1. Ask the children how Lisa was able to buy Corduroy when her mother had already told
her “no.” (she uses her saved money)
2. How does Lisa show Corduroy that she loves him? (gives him his own bed, sews on a
new button, and gives him a hug)
3. Discuss with the children if they have any special ways to show their bear or their family
that they love them.
Art Activity:




Have students color their bear using paints, crayons, or markers.
Have students color their overalls using paints, crayons, or markers.
Have students glue the overall onto their bears
Have students glue buttons onto their overalls.
Game: Button, Button, who has the button?





Corduroy
Have the children sit in a circle and put their hands behind their backs.
The teacher will then drop a button into a child’s hand. Don’t let the child say that he has
the button. After the teacher drops off the button she should still walk around the circle
to try and “trick” the kids.
When the teacher is ready she stands in the middle of the circle and says: “Button,
button, who has the button?”
All the children guess who has it. The one calling out the correct name first is now it.
It is now this child’s turn to place a button in a classmate’s hand.
21
Send home the Corduroy art activity with the kids and encourage them to talk to their families
about the story. Also teach them this song, and send the words home with them to share with
their parents.
(sing to the tune of “This Old Man”)
Corduroy
was a bear.
He had no friends anywhere.
‘Til a child named Lisa
Took him to her home.
Now that bear is not alone.
Corduroy
22
Corduroy
23
George and Martha
By James Marshall





A copy of George and Martha
9x12 drawing paper (one for each child)
Markers and crayons
Chairs for every child in the class (can use pillows or mats instead)
A selection of related books on friendship:
o Anna Banana and Me, by Leonore Bievad
o Best Friends, by Steven Kellogg
o Friends, by Margaret McElderry

Have the children sit in a group in front of you. Be sure everyone can see the book.
Begin with a finger play or song of your choice.
The more we get together
Together, together
The happier we’ll be.
For your friend is my friend
(Children point to the person next to them and back to themselves)
And my friend is your friend
(Children point to themselves and then to the person next to them)
The happier we’ll be.
 Read Aloud Guide
1. Ask the children how they can tell someone is a friend?
2. Show the cover and read the title, author and illustrator of the book.
3. Say, “After looking at the cover and title, what do you think this book will be about?”
Allow children to make predictions.
4. Let’s read to find out.
DURING reading:
1. Describe to the children that this book is actually five stories in one book. You may
choose to read all of the stories at once, or spread them out over different sessions.
George and Martha
24
2. When George pours his soup in his shoes, why do you think it was hard for him to tell
Martha he didn’t want it anymore?
3. Why was Martha so mad when George was peeking in her window?
AFTER reading:
1. What makes George and Martha such good friends?
2. Do you have any fun stories to share about your friends?

Put students in pairs. If there is an odd number, put three together. Have each child say
something nice about their partner. Write what they say in marker at the bottom of the
9x12 paper which is held horizontally. Hold the paper up against a solid surface so
children can watch as you write their words. When you finish each page, give it to the
child who said the words and send them to the table to draw a picture to go with the
words.
For example if Mary says, “Suzy is a good painter”, write those words on the
bottom of the page. Mary will draw a picture of Suzy painting.

Play “Cooperative Musical Chairs”. Place chairs (or mats or pillows) back to back in one
line with one less chair than the number of children playing. Play a piece of music and
ask the children to walk around the chairs until the music stops. When the music stops
everyone sits in a chair. Chairs can be shared so no one is left out. Remove a chair and go
again. This game works best with 8 or fewer children.
Staple the “friend” pages into a big book, and read the book together with the children. Send the
book home with children on a rotating basis to share with their families.
George and Martha
25
Good Night Gorilla
By Peggy Rathman





A copy of Good Night Gorilla, by Peggy Rathman
Berry baskets or shoe boxes which can be turned on their side to build a zoo
Plastic zoo animals if available or stickers or pictures of zoo animals
Zoo animal cards to play the concentration game (there should be 2 of each animal)
Related books for the library corner:
o 1, 2, 3, to the Zoo, by Eric Carle
o Color Zoo, by Lois Ehlert
o Curious George Visits the Zoo, by Margaret Rey
o Going to the Zoo, by Tom Paxton
o Put Me in the Zoo, by Robert Lopshire
Have children sit in a group in front of you. Be sure everyone can see the book. Begin with
an opening finger play of your choice:
Five Little Monkeys Jumping on the Bed
Five little monkeys jumping on the bed
(hold up 5 fingers and pretend they are jumping)
One fell off and bumped his head
(rub head)
Mommy called the doctor and the doctor said,
(pretend to use a phone)
“No more monkeys jumping on the bed!)
(Wave your finger back and forth)
Repeat taking away one monkey each verse.
 Read Aloud Guide:
1. Ask the children if they have ever been to the zoo. Encourage the children to talk about
their experiences.
2. Talk about the care of the zoo animals. Ask:
 Who feeds and cleans up after the animals?
 How would the animals get the food if they were in the wild instead of zoo cages?
3. Show the cover of the book and read the title. Also point out the author and the
illustrator. Ask children to predict what they think this book will be about.
Good Night Gorilla
26
DURING reading:
1. Show the children that there are not many words on the page. The pictures tell the story.
2. Point to the pictures as you tell the story. Point to the words as you read them.
3. Have children join you in naming the animals as they join the group.
AFTER reading:
1. Were you surprised by the ending? What do you think will happen next?
2. You may want to go back and have the children retell the story as they look at the
pictures.
3. Have individual students stand up to represent each animal as they join the group.
4. Ask the children to count the total number of animals who left the zoo as you touch each
child (animal) on the head.
5. You can ask one child(animal) at a time to be seated, each time counting the number left.
This can be expanded with older children to show the concept of “take away”.
Create a zoo:
1. Show the children how to use the berry baskets to make cages.
2. Show the children how to sort the plastic animals (or animal pictures or stickers) into the
different cages.
3. Place the materials in a learning center that children can use for creative play.
4. Encourage the students to label the cages with 3x5 cards using invented spelling or you
can spell it and they can write the letters.
5. As you observe, you may ask a child to count the number of animals in one of the cages.
If this is difficult, show him/her how to take one animal out at a time to count them.
Animal Concentration:
1. Demonstrate to the class how to play Concentration with the animal cards.
2. Place these cards in a center so children can play the game during free play or center
time.
Encourage kids to share the story of Good Night Gorilla with their families, especially at
nighttime when they are getting ready for bed. Send a note home to parents encouraging them to
find a time to visit the zoo or check out the book next time they are at the library.
Good Night Gorilla
27
Goodnight Gorilla
28
Goodnight Gorilla
29
Goodnight Moon
by Margaret Wise Brown
Illustrated by Clement Hurd
 Chart paper and markers
 Drawing paper
 Crayons or markers
 Lunch-size paper bags for each child
 Paint
 Trimmings to decorate puppets
 A selection of related books:
o Papa, Please Get the Moon for Me, by Eric Carle
o Moon Rope: Un Lazo a la Luna, by Lois Ehlert
o Clara Ann Cookie, go to Bed!, by Harriet Ziefert

See if the children can say this nursery rhyme with you. Repeat it several times.
The Cat and the Fiddle
Hey, diddle, diddle!
The cat and the fiddle,
The cow jumped over the moon;
The little dog laughed
To see such sport
And the dish ran away with the spoon.

Ask the children they say “goodnight” to at bedtime. Tell them you will read them a
story about someone who says “goodnight” to all kinds of things.
1. Point to the title of the book and say, “The title of this book is Goodnight Moon. The
author is Margaret Wise Brown. She made up the story and wrote down the words.
Clement Hurd is the illustrator. That means he drew all the pictures.”
2. Show the cover picture and ask, “Do you see anyone who is talking? Let’s read the book
to find out who is saying ‘goodnight.’”
DURING reading:
1. On the first page, ask the children what they see in the illustration. Point out the pictures
of the cow jumping over the moon, and the three bears.
Goodnight Moon
30
2. Since there is not much text on each page, be sure to read slowly and give the children
time to enjoy the details of the illustrations.
3. About half-way through the book, ask the children if they can tell who is telling the story
and saying “goodnight.” (the little bunny). Ask them who else is in the room? (mother
bunny)
AFTER reading:
1. Ask why bunny is saying “goodnight” to so many things. (Sometimes kids don’t want to
go to bed or don’t want their mommy to leave the room so they keep doing things to
delay bedtime.)
2. See how many things the children can recall that the bunny said “goodnight” to.
3. Invite children to share if they ever do things like “little bunny” when they are going to
bed.
Activity 1: Class Book



Ask children to take turns naming things they can say “goodnight” to in their rooms at
home. Write them on chart paper with the child’s name.
Give children paper and crayons/markers. Ask them to draw what they say “goodnight”
to. At the bottom of the page, write a sentence dictated by the child about his or her
picture.
Compile the pages into a class book. Use construction paper to make a cover. Ask the
group to help you think of a title. Label with the authors and illustrators, i.e. “Written by
Mr. or Ms. ________ Class. Illustrated by Mr. or Ms. _________Class. Read the book
aloud to the group. Then place the book in the class library.
Activity 2: Bunny Puppet

Provide each child with a lunch-size paper bag. Show the children how the fold in the
bag can be used as the mouth. Encourage them to use paint, crayons, markers, and trims
to decorate their bunny puppet. Before naptime, allow children to use their puppets to say
“goodnight” to things in the room.

Encourage your children to take their puppets home and tell their families about the story.
They could use their puppets to say good night at home.
Goodnight Moon
31
How Do Dinosaurs Say Good Night?
by Jane Yolen




A copy of How Do Dinosaurs Say Good Night?
Memorize the poem described in “Getting the children ready to listen.”
Play Dough Dinosaurs - Gather together the following ingredients. You might need to
double or triple the recipe, depending on the size of your class. Use different colors so
the children have choices. Choose a display area.
Play Dough Recipe:
1 cup salt
2 cups sifted flour
6 teaspoons alum
2 tablespoons salad oil
1 cup water
food coloring
plastic baggies
A selection of Related books to share in the library corner:
o Ten Terrible Dinosaurs, by Catherine Woolley
o Dinosaur Roar!, by Paul Strickland
o ABC T-Rex, by Bernard Most
o How Big Were the Dinosaurs, by Bernard Most
o The Dinosaurs Are Back, and It’s All Your Fault, Edward!, by Wendy Hartmann




To get the children in the mood for this dinosaur story, use this poem.
Have the children stand in a circle spread apart from each other.
Tell them you will say the poem and do motions, and they are to copy you.
Use a slower and a big exaggerated voice to help the children hear each line and have
time to respond to the actions.
Dinosaurs
by Diane Thom
Dinosaurs
Lived long ago.
Some walked,
(stomp in place)
Some swam,
(pretend to swim)
Some flew, you know.
(flap arms at sides)
Some were big,
(hold hand high)
Some were small.
(hold hand low)
Some were gigantic(stretch arms out wide)
V-e-r-y tall!
(stretch arms up high)
How Do Dinosaurs Say Goodnight
32
1. Ask your class how they say “goodnight” at bedtime. Call on several children to share.
2. Say, “We’re going to read a book about how dinosaurs say goodnight.”
3. Open the book and show the children the whole cover (front and back). Read the title,
illustrator and the authors.
4. Ask the children what they see in the picture. Have a few children respond.
5. Show the title page and have the children describe what the triceratops is doing. (taking
a bath and getting ready for bed)
6. Say, “Let’s see how dinosaurs say goodnight.”
7. Show the dedication page and say, “Here goes a dinosaur (ankylosaurus – ang-kee-luhsor-us) yawning and carrying his ‘blankie’.”
DURING reading:
1. Read slowly and use your voice to show expression. This book rhymes and the way you
say the words can help the children “hear” the rhyming words.
2. There are not many words on a page and you want the children to see some of the great
details in the pictures. Point out some of them that you notice, or let them comment.
(each dinosaur’s name is somewhere in the picture)
AFTER reading:
1. Ask the children, “How do dinosaurs say goodnight?” (they give a big kiss, turn out the
light, tuck in their tails, whisper “Goodnight,” a big hug and one last kiss)
2. Ask the children to describe their favorite page and why they like it. The pages are not
numbered so you will have to have them tell carefully so you can find them. It is fun for
children to hear you tell your opinion too, so include your own.
3. Tell them you’re going to finish with another poem about dinosaurs, and each time the
poem says, “Oh my!” they say it and put their hands up to their cheeks. (demonstrate)
A Dinosaur Came Into Town
A dinosaur came into town. Oh my!
He stomped and stomped and stomped around. Oh my!
He ate a bush. He ate a tree. Oh my!
And started looking right at me. Oh my!
He lifted his head to the sky so blue. Oh my!
And then he sneezed! Ah Ah Ah Choo! Oh my!
He blew me far, far away. Oh my!
But I like it here, so I think I’ll stay. Oh my!
33
Play Dough Dinosaurs:






Manipulating play dough is an excellent fine motor task, and a lot of fun for children.
Show the children how to roll it, how to make balls, and how to attach one piece to
another.
Tell the children to create a dinosaur or any type of “monster” that they would like.
As they are working, circulate among the children carrying a stack of 3 X 5 cards or
small pieces of paper and a marker. Ask the child if they have a “name” for their
creation. Mark it down on the card, along with the child’s name.
As they finish, help the children put their creation and card on your display table. Add
rocks, grass, twigs, etc. to make the dinosaur landscape complete.
When you are back together again admiring your work, invite the children to suggest a
name for the display. Make a sign with the name to hang above the display.


Invite parents to your classroom to visit the dinosaur display. Have your students tell
their parents about their creating when they come to visit.
Send home the recipe for “Dinosaur Sandwiches” and suggest that parents make these
sandwiches and talk to their kids about the book they read, How Do Dinosaurs Say Good
Night?
34
How Do Dinosaurs Say Goodnight? By Jane Yolen
Extension Activity
Dinosaur Sandwiches
Invite parents to have a dinosaur lunch with their child, and help them put together dinosaur
sandwiches!
Recipe
Ingredients –




Sandwiches of your choice (peanut butter, ham & cheese, etc) – cut into triangles.
Tortilla Chips (triangles)
Banana (cut in half across and lengthwise)
Raisins
Directions –
1. See the picture above for guidance.
2. Cut pre-made sandwiches in half diagonally. Set each sandwich half on a plate with the
cut edge at the bottom of the plate.
3. Arrange triangular tortilla chips along the crust of the sandwich to make stegosaurus
points.
4. Place a banana slice on one side to be the dinosaurs head and neck.
5. Add a raisin for the eye.
Enjoy!
While you are enjoying the dinosaur sandwiches, ask your child to tell you about the story, How
do Dinosaurs Say Goodnight? This is a fun way to help develop comprehension.
35
I Like Me
by Nancy Carlson







A copy of the book, I Like Me!, by Nancy Carlson
Stuffed pig, or pig puppet
Several hand mirrors, preferably unbreakable (or just one will work fine)
Paper, crayons, and/or colored pencils.
Blank drawing paper
Draw a picture of yourself to use as a model during the art activity.
A selection of related books to share in storytime:
o Another Important Book, by Margaret Wise Brown
o All By Myself, by Mercer Mayer
o Stephanie’s Ponytail, by Robert Munsch
o Things I Like, by Anthony Browne
o I Like Books, by Anthony Browne
o I Like To Be Little, by Charlotte Zolotow
o I Like the Music, by Leah Komaiko

Tell the children that each one of them is special. You are special too. Using the hand
mirror on yourself, say the poem:
Look in the mirror.
Whom do you see?
It’s someone special.
Look, it’s me!

If you think the children can handle a mirror, and you have the time, pass a mirror around
to each child, repeating the poem each time and encouraging all the children to say it with
you.
1. Tell the children you are going to read a book about a pig who has a best friend. Show
them the cover and read the title, author, and illustrator.
2. Ask them who they think is the pig’s best friend. Ask them why.
3. Encourage them to listen and see if they are right.
I Like Me
36
DURING reading:
1. Stop after the “I read good books with me” page. Ask the children what “fun things” the
pig likes to do with herself. (Responses: draw pictures, ride fast, read good books)
2. Stop after the “I eat good food” page. Ask the children to tell a few ways the pig takes
care of herself. (Responses: brushes her teeth, keeps clean, eats good food)
AFTER reading:
1. Ask the children who was the pig’s best friend? (herself)
2. How was she special to herself? (encourage several to share)
3. “Now we’re going to talk about how WE are special and do a drawing of ourselves.”
(Introduce art activity)





Using your own self portrait tell the children how you are special.
Mention a few features they can see such as “I remembered to put freckles on my face
and that makes me special."
Mention one or two things about yourself that you cannot see such as “I am special
because I play the piano, or I make great tortillas.”
Encourage each student to tell one thing about him/herself that is special. Explain that
they will draw pictures of themselves.
Pass out the mirrors so that they can look at themselves as they work.
Encourage the children to take their pictures home and tell their family why they are special.
I Like Me
37
Knuffle Bunny
Written and illustrated by Mo Willems








A copy of Knuffle Bunny, by Mo Willems
Copy selected pages of Knuffle Bunny for sequencing activity
Clothesline and Clothespins
Cardboard boxes
Crayons or markers
Similarly themed books for children to browse during free reading time
Stuffed bunny
Gather a selection of related titles to share in the library corner:
o A Pocket for Corduroy by Don Freeman
o The Runaway Bunny by Margaret Wise Brown
o Knuffle Bunny Too: A Case of Mistaken Identity by Mo Willems
o Knuffle Bunny Free: An Unexpected Diversion by Mo Willems




Ask: “Do you have a favorite stuffed toy or blanket?”
Ask: “How do you feel if it gets lost? How do you feel when you find it?”
Play hide and seek with the bunny or you could do this as an extension activity
Teach this song to the tune of “Where is Thumbkin?”:
Where is Bunny?
Where is bunny? Where is bunny?
He is lost. He is lost.
Look and we will find him. (repeat)
Where he was tossed. (repeat)
Point to the title of the book and say, “The title of this book is Knuffle Bunny. The author is
Mo Willems. He made up the story and wrote it down. He is also the illustrator. That means
he drew all the pictures.”
1.
2.
3.
4.
Knuffle Bunny
Show the front cover of the book. Ask the children what they see.
Read the title pointing to the words. Point to the author’s name.
Show the illustrations opposite the title page. Ask the children what story they tell.
Ask them to predict what is going to happen in this story.
38
DURING reading:
1. Read slowly, pointing to the words, giving children time to look at the illustrations.
2. Ask questions, such as “Where are Trixie and her father going? What is a
laundromat? Does her father understand Trixie? Why not? What does she do to try
to tell him something is wrong? What are Trixie’s first words?”
AFTER reading:
1. Ask the children “Who is better at understanding Trixie, her Mom or her Dad?
Why?”
2. Look through the book again with the children. Ask them about the illustrations.
“Did Mr. Willems draw all the pictures?” “Do these photos look like our town?”
“What is the same?” “What is different?”
 Hang the photocopied pages from the story on a clothesline with clothespins. Put the
pictures out of sequence. Have the children take turns to put the pictures in the right
order. Ask for volunteers to re-tell the story.
 Ask them to think of words that rhyme with “bunny”, giving clues as needed: funny,
money, honey, sunny, runny.
 Make a washer and dryer from the boxes and pretend to wash and dry clothes from the
dress up area.
 Have children make a lost bunny announcement on a sheet of paper to post in the
laundromat.
 Play hide and seek with the bunny. The teacher hides the rabbit and, one child seeks with
clues of “cold”, “cool”, “warm”, “hot”. After the child finds the bunny it is his or her
turn to hide the bunny.
 Encourage students to talk about the story with their parents and siblings at home.
 Send home a copy of the sequencing activity for students to do with their parents.
Knuffle Bunny
39
Dear Parents,
Today, we read the story, Knuffle Bunny: A Cautionary Tale, by Mo
Willems. Along with the story, we completed this sequencing activity.
The class had to unscramble the pictures from the book and retell the
story. Have your child retell the story to you using these picture clues.
Then, mix the pictures up to see if your child can put them back in the
correct order. Have fun reading with your child!
1.
2.
3.
5.
Knuffle Bunny
4.
6.
40
Knuffle Bunny
41
Knuffle Bunny
42
Knuffle Bunny
43
The Little Mouse, The Red Ripe
Strawberry, and the Big Hungry Bear
by Don and Audrey Wood




A copy of The Little Mouse, The Red… by Don & Audrey Wood
Paper and crayons or other drawing materials
Construction paper and scissors to make disguise glasses
Related books to include in your library corner:
o Mouse Mess, by Linnea Asplind Riley
o Lunch, by Denise Fleming
o If You Give A Mouse a Cookie by Laura Numeroff


Tell children that the story you are going to read is about a little mouse.
Teach the poem. Ask if the children know what the word “hasty” means.
Little Mouse
Little Mouse, Little Mouse what do you see?
Do you think there’s a bear behind that tree?
You’ve found a strawberry that looks so tasty.
You better go hide it and you better be hasty!
1. Read the authors’ names and the illustrator’s name. See if anyone notices that the names
are the same. Explain that Don and Audrey Wood are married and they write books
together.
2. Read the title of the story. Invite the children to look at the picture and guess why they
think the mouse is making the “shhhh” sign.
3. On the title page, ask who might be coming out of the doorway. Explain that the little
mouse lives in the roots in the very bottom of a tree.
DURING reading:
1. Ask prediction questions periodically.
2. Ask children what the mouse is feeling by looking at the expressions on his face. Invite
children to make expressions on their faces.
3. Point out how the mouse tried to bury the strawberry so the bear wouldn’t see it.
The Little Mouse, The Red Ripe Strawberry, and the Big Hungry Bear
44
4. Will the bear be able to find the strawberry if it is disguised? Explain that “being
disguised” is like wearing a costume or a mask.
5. Ask who the mouse is sharing the strawberry with.
AFTER reading:
1. When you finish the story ask, “What does the bear look like?” Frequently the kids will
tell you! They’re usually very surprised to find out that they haven’t actually seen his
picture.
2. Show children the picture of the bear’s shadow on the back cover. Tell them that is the
only time that the bear is shown.
1. If possible, bring in strawberries for children to eat. You could cut them in half ahead of
time and talk about sharing. Also explain that strawberries are a kind of fruit. Look back
in the story to see how strawberries grow on vines that are very low to the ground. Talk
about how strawberries and other fruit are not only very yummy, but very healthy foods
to eat for our bodies.
2. Invite any children who would like, to draw a picture of the bear. Ask them to tell you
one or two things about their bear picture and write down what they say.
3. Children may also want to make a disguise or mask out of construction paper similar to
the illustration in the book.
4. Place the book in the library area so children can re-tell the story from the pictures.
Encourage children to take their pictures and or disguises home so that they can tell their
parents about the story of The Little Mouse, The Red Ripe Strawberry, and the Big Hungry
Bear. A note home to parents could reinforce that strawberries and other kinds of fruit are
very good for children to eat.
The Little Mouse, The Red Ripe Strawberry, and the Big Hungry Bear
45
3
The Little Red Hen
by Paul Galdone






A copy of The Little Red Hen
If possible, make muffins or bread for snack.
If you will be using the large story pictures provided to do a whole class sequencing
activity, mount them on heavier paper or tagboard ahead of time. They could have a
magnet or felt glued on the back to make them easier to hang on a felt board or magnet
board.
Make student copies of the two coloring sheet and gather supplies (crayons, tape, and
straws)
If possible, make muffins or bread for snack.
o Little Red Hen, An Old Story, by Margo Zemach
o The Little Red Hen Makes a Pizza, by Philemon Sturges
o The Little Red Hen, Help Yourself, Little Red Hen, by Alvin Granowsky

To get the children in the mood for listening to this story, read the following poems:
My Red Hen (traditional version says “Black Hen”)
Hickety, pickety, my red hen,
She lays eggs for gentlemen;
Gentlemen come every day
To see what my red hen doth lay.
Little Chicken
When a little chicken eats,
She scampers all around,
Picking up here and there
Dinner from the ground.
(make pecking movements with head)
When a little chicken drinks,
She stands very still,
While water trickles down
Through her upturned bill. (hold head back and stroke throat)
The Little Red Hen
46
3
1. Show the front cover and read the title. Talk briefly about the tools that Red Hen has in
her hands and ask the children what they think she is going to do. (work in the garden)
2. Show the back cover and tell the children that these three characters are in the book too.
Have the students name them (cat, dog, mouse) and ask what they like to do. (sleep)
3. Show the first title page and talk about Red Hen working hard to “hang up the clothes.”
Students may need to know this is how we dried our clothes before dryers.
DURING reading:
1. Read page 1. Stop and point out the details in the illustration: each of them has their own
mailbox, Red Hen is sweeping the porch.
2. On page 2, ask the children what character is shown. (cat) What is he doing? (sleeping)
What is he dreaming about? (a can of sardines which cats love)
3. Continue on reading, taking time to point out details about the illustrations or to ask the
children to comment on what they notice.
4. On the page that reads, “One day when she was hoeing the garden she found some grains
of wheat.” Slow your voice down and make it show that this next part is important. Point
to the grains of wheat so the children can see what she is talking about.
5. When you get to the pages where the smell of the cake baking is coming through the
house, and the animals are waking up, ask the children what they think is going to happen
next. (the animals are going to want cake) What do you think Red Hen will say? (yes,
no) For whatever answer they give, ask them why they think so.
AFTER reading:
1. Ask the children why Red Hen wouldn’t let the animals have any cake? (they didn’t help
with all the work)
2. Why did the animals start helping at the end of the book? (they knew they had to help in
order to have cake)
3. Discuss what “very eager helpers” means?
4. To reinforce this word, ask for volunteer “eager helpers” or “eager listeners” for whatever
activity you will be doing next.
Activity 1:

This activity may take more then one day. Give students the coloring sheets of The Little
Red Hen. Let children color in the pictures. If students are old enough then have them
cut out each character. After they have cut out the animals, then tape these on to straws
or popscicle sticks.
The Little Red Hen
47
3


Now retell the story of The Little Red Hen. The students can participate in the story by
using their puppets. They can also participate by joining in on some of the parts.
Encourage them to take their puppets home and tell their family about the story.
Activity 2:





Show the four large story pictures to the class out of order.
Ask them what Little Hen is doing in each one. Ask them what she did first, second,
third, and last. Have volunteers put them in the right order.
At a later time, gather your students together again and choose a student who needs the
practice to put them in the right order.
Have volunteers dictate a sentence to you about what Little Hen is doing in each picture.
Print their words on paper that you hang below each picture. Put the title of the book
over your display.
Leave out the book for children to look at.
The Little Red Hen
48
Directions: Color each of the animals from the story The Little Red Hen. Carefully cut out
each square. Tape or glue each animal to a straw or popscicle stick. Use the animals as puppets to retell the story of The Little Red Hen.
The Little Red Hen
49
The Little Red Hen
50
The Little Red Hen
51
Lunch
By Denise Fleming





A copy of Lunch
Try to have available the fruits that are in the story.
Having “real” things helps teach children because they are able to see, feel, smell,
and touch them. They also help to build vocabulary because there is something
real to connect with the “name.”
Snack idea: have one or two of the foods in the story for snack.
o Mouse Mess, by Linnea Riley
o The Little Mouse, the Red Ripe Strawberry, and the Big Hungry Bear, by Don Wood


Tell the children that you will be reading a story about a mouse who is looking for
something to eat.
Share this poem to get the kids thinking about mice:
MOUSE
In the woods
I saw a mouse
I built her a little mouse’s house
She pushed the leaves,
She pulled the hay,
She built her mouse’s house her way.
Sharon Bailly
1. Show the front cover of the book and read the title and the author. Ask the children
what you already know about this mouse from the title. (that he’s going to eat)
2. Tell them to listen carefully because the mouse in this story eats a lot of different
things.
DURING reading:
1. Be sure to allow plenty of time for the children to examine and enjoy the
illustrations.
Lunch
52
2. Have the children try and predict what type of food the mouse will eat next based
on the color and the clues they see in the pictures.
AFTER reading:
1. Have a few share their favorite parts or pages and tell why they like them.
2. See if the children can remember some of the good things he ate.
 Extension Activities
Fruits and Vegetables:
 Have your fruits and vegetables that you have brought spread out on a table. Ask
the children what orange thing the mouse ate…an orange carrot.
 Show that item. Continue on with the other colors and kinds of fruit.
 This would also be a good time to discuss healthy and unhealthy food.
Encourage your students to talk about the healthy foods they learned about when reading
Lunch. Send home the title of the story you read and ask parents to look for it on their
next visit to the library.
Lunch
53
Mouse Paint
by Ellen Stoll Walsh




A copy of Mouse Paint
For the art activity:
 Three pieces of paper per child
 Red, yellow, and blue paint.
For snack
 Sugar cookies, one for each child
 Craft sticks
 Waxed paper
 White icing
 Food coloring
 Small pretzel sticks
 Gumdrops
 Raisins
A selection of related books for children to explore at the art center:
 Little Blue and Little Yellow, by Leo Lionni
 Cat’s Colors, by Jane Cabrera
 Warthogs Paint:A Messy Color Book, by Pamela Duncan Edwards
Use one or both of these poems to “get in the mood” for Mouse Paint. For both poems,
standing in a circle will work well. (Be sure you have a plan for those children who do not
have on the named colors and need to know what to do.)
Color Rhyme
If your clothes have any red,
(do action as rhyme indicates)
Put your finger on your head.
If your clothes have any brown,
Turn your smile into a frown.
If your clothes have any blue,
Put your finger on your shoe.
If your clothes have any black,
Put your hands behind your back.
If your clothes have any green,
Wave your hand so that you’re seen.
If your clothes have any white,
Stamp your feet with all your might.
If your clothes have any yellow,
Smile like a happy fellow.
Jean Warren
Mouse Paint
54
Color Square Dance (have those wearing named colors do actions as indicated)
Blues, step forward,
Then turn around,
Walk back to your place
And jump up and down.
Now, greens, you slowly
Turn around,
Clap your hands
And make a sound.
Reds, hop to the middle
And back again,
Find the yellows
And shake their hands.
Do-si-do,
Around we go,
All the colors
Heel to toe.
Jean Warren
1.
2.
3.
4.
Show the cover and read the title, illustrator, and author.
Ask the children how the picture goes with the title.
Have them name the three colors they see.
Tell them something special will happen in the book with these three colors and to listen
to see what that is.
DURING reading:
1. After you read the first two pages, ask “Why couldn’t the cat find the mice?” (they were
on a white piece of paper) (this will be important later on for your art activity)
2. Since there is not much text on each page, be sure to use your voice to show expression
and go slowly enough that the children can see the illustrations.
AFTER reading:
To reinforce the learning in Mouse Paint and have some fun too, have some cups of paint, a
brush, and some paper hung where children can see as you “demonstrate” and read the
following poem. Encourage the children to chime in with the color words as you read. Act
out what the poem is saying with your paints as you say the words.
Color Surprises by Cindy Dingwall
I took a blob of red paint,
Then I took a blob of yellow.
I squished & swished them all
As far as they would go.
My red and yellow began to change,
And much to my surprise,
I saw those colors turn to orange,
Right before my eyes!
Mouse Paint
I took a blob of red paint,
Then I took a blob of blue.
I squished and swished them all
Like I was told to do.
My red and blue began to change,
I saw those colors turn to purple,
I took a blob of blue paint,
Then I took a blob of yellow.
I squished and swished them all
As far as they would go.
My blue & yellow began to change,
I saw those colors turn to green,
55
Art Activity (This gives the students a chance to act out the above poem).
1. Introduce the Primary Colors - red, yellow and blue.
2. Talk about how by mixing colors you can get other colors
Red + Yellow = Orange
Blue + Yellow = Green
Red + Blue = Violet
3. Hand out white paper; have students choose two primary colors that they want
4. Have students put two drops of each color they chose on the white square paper
5. Students then fold the white paper in half and rub the paint around
6. Open the paper to discover what colors they made.
7. Repeat with other colors and allow to dry overnight
Snack Mice:
 Demonstrate how to make a “Snack Mouse” before having the children begin.
 Set out a piece of waxed paper with a sugar cookie on it for each child.
 Drop a spoonful of white icing onto each sheet.
 Have each child decide which “secondary” color he/she would like his mouse to be.
(orange, green, purple)
 Discuss which two primary colors make each secondary color as needed, going back to
the book for a reference.
 As you have shown in your demonstration, tell them to squirt a few drops of each color to
the icing and blend the colors with the craft stick. Then spread the icing on their cookie
with the craft stick. Finally, add raisin eyes and a nose, pretzel-stick whiskers, and
gumdrop ears.
 Your “mouseketeers” won’t be able to resist these tasty mouse morsels!
Send home the paintings that each child created along with a copy of the “Color Surprises”
poem. Children will then be able to share the magic of making new colors with their families.
Mouse Paint
56
The Napping House
By Audrey Wood





A copy of The Napping House
Blocks for stacking-size will depend on age of children (If blocks are not available see
attached sheet for ideas on making blocks for young children)
For dress up corner, collect pajamas and nightgowns in a variety of sizes.
PJ tops and bottoms that match placed in a laundry basket.
o A House is a House For Me, by Mary Ann Hoberman
o The Princess and the Pea
o The Village of Round and Square Houses, by Ann Grifalconi
o The Mitten, by Jan Brett


Sit children in a group in front of you so that they can all see the book.
Sing or recite the song/poem that you usually sing to get ready to listen to a story.
For Example:
(To the tune of “The Wheels on the Bus”)
The children in the class
Cross their legs
Cross their legs
Cross their legs
The children in the class
Cross their legs
When they get ready for a story
(Continue adding your own verses to remind the students of appropriate story
listening behavior)
1.
2.
3.
4.
Show the cover and read the title and author.
Ask the students to comment on the cover picture. What do you see? What is funny?
Mention that Granny has on a nightcap-people wore years ago to keep their heads warm.
Invite them to listen to find out who else might be in the napping house.
The Napping House
57
DURING reading:
1. See if the children can predict which animal will be the next one on the bed. (the next one
begins to wake up in the picture before.)
2. Encourage the children to comment on the illustrations and notice patterns. (Nighttime
colors slowly change to daytime colors. Also the perspective changes as more people are
added to the bed.)
AFTER reading:
1. Ask the children what their favorite part was and why. Return to some of the favorite
pages.
2. If no mention is made of the color changing in the illustrations, turn the pages and have
them notice how the light changes.
3. Examine the order of the people and creatures as they climbed on the bed for a nap. Does
anyone see a pattern? (They go from largest to smallest.)
Teach the children the following poem (You may want to assign parts to different students in the
class so they can act it out):
Everyone’s sleeping you see
They’re awakened by a flea
The mouse jumps up,
Awakes the pup,
Come read the story with me.
Everyone’s sleeping you see
They’re awakened by the flea
The child’s awake
For goodness sake
Come read the story with me.
Stack the blocks







Choose the size of the blocks depending on the students’ age.
Have children form a circle with the blocks in the middle.
Ask the children how many blocks they think can be stacked before the tower will
tumble. Record the predictions.
One at a time the children enter the circle and add a block to the tower. After the tower
falls, count the blocks and compare to the predictions.
Ask children to predict again, and try the activity again.
The children can also be divided into smaller groups with an adult in each group to
supervise.
After the game is played with the whole class, the blocks can be placed in a separate
“stack the blocks” center so the game can be played during center time.
The Napping House
58
Other centers:

Add PJ’s, nightgowns and a mat to the dress-up corner so children can pretend they are
napping. It would be fun to add a doll, stuffed dog, mouse and small insect (flea) to the
materials so they can re-enact the story. Have the book available for children to refer to.

Place several pairs of pajamas in a laundry basket and have children find the matching
pairs.
Send home the instructions for how to make blocks so that children can teach their family the
“stack the blocks” game. Encourage children to share the story with their families.
The Napping House
59
Make Your Own Blocks
Milk Carton Blocks
Cut the tops off half-gallon milk
cartons and discard. Rinse and
dry the cartons well. To make
each block you will need two
cartons. Fill one of the cartons
with crumpled newspaper for
extra strength, if desired. Then
slide the top of one carton over
the top of the other. Tape the
outside edges so that the cartons
cannot be pulled apart. Make as
many blocks as you wish.
Encourage the children to stack
and build with the blocks.
Grocery Sack Blocks
Make large lightweight blocks with grocery sacks. Stuff a sack with crumpled up newspaper and tape the top down to create a rectangular block
shape. Make as many blocks as desired.
The Napping House
60
No, David!
by David Shannon





A copy of No, David!
Read through the book and notice the size of the print and what David is doing each time
he gets into trouble. Think of different ways you can use your voice to say what his
mother is saying so that each page does not sound the same. (Some ideas for your voice
would be: annoyed, tired, very irritated, desperate, disgusted, at your wit’s end, etc.)
Duplicate the picture of David’s open mouth. Or you can cut out the mouth and glue
David’s face onto a cardboard box with a hole cut into it.
Gather magazines with pictures of food or use the pictures provided.
o I Was So Mad, by Mercer Mayer
o The Chocolate-Covered-Cookie Tantrum, by Deborah Blumenthal
o Elbert’s Bad Word, by Audrey Wood


“No” is a word that children usually hear often. To get your class ready to enjoy this
story about a boy whose mother is always telling him “no,” think of a story about
yourself when your mother told you “no” when you were getting into trouble. Tell the
children, “Today I’m going to read you a story about a boy named David whose mom is
always telling him ‘no.’ When I was little, my mom told me ‘no’ because I was ______.”
Invite several children to share things they were doing when their mom said ‘no’?
Here is a funny song about baths. Tell the children that David takes quite a bath.
Take Me Out of the Bathtub! by Alan Katz
(To the tune of “Take Me Out to the Ballgame”)
Take me out of the bathtub
Take me out of the suds
I’ve been here soaking since half past two
I feel so sudsy and wrinkle-y, too
Oh, I washed all over my body
My head, my toes, in between
I used one, two, three bars of soap
Take me out… I’m clean!
1. Show the front cover of the book. Ask what the boy’s name is. (They should know from
your earlier discussion.) Read the title and the author’s name.
No, David!
61
2. Ask “Why is his mother telling him ‘no’?” (He is pulling the fish bowl off the table.)
3. Point to the silver seal on the cover and tell the children that this book was selected to
win an award.
4. Show the back cover. Ask the children what is all over the cover. (Someone may be able
to read the word ‘no’ and be able to tell about the cover)
5. Turn to the title page. Ask the children if they can read the words with you, No, David!
6. Ask them who the person is in the picture. (David’s mother) How do they know? (She’s
bigger. It’s a lady. She’s mad. She has her hands on her hips and is tapping her toe.
These may be some possible responses.)
DURING reading:
1. There is only simple and short text on each page. The fun of this book is in the
illustrations and the tone of voice you use as you read each page.
2. Use the different voices you have practiced as you read each page. Give the children
time to tell why David’s mom is telling him “no” on each page.
3. A few times throughout the book you might ask the children to raise their hands if they
have ever done the thing he is doing. (Choose wisely. )
4. Use a “warm” voice on the pages that say, “Davey, come here.” and “Yes, David…I love
you!”
AFTER reading:
1. Ask several children to tell you their favorite part (page) of the book and why they liked
that part.
2. Turn to the page where David is picking his nose and have fun saying this poem for the kids:
Never, Never Pick Your Nose by G. B. Lipson
Pick a flower
Pick a rose
Pick a treat
Or pick your toes (just kidding)
Pick some buttons
Pick some bows
Pick some jeans
Or fancy clothes
Pick some friends
Or pick some foes
But never, ever
PICK YOUR NOSE!! YECH!
3. Ask your class when they would like their families to say “YES!” Talk about a time
when you were happy to hear “YES!”
 Extension Activity




No, David!
Open the book to the picture of David’s very full mouth. Talk about the kinds of food he
ate.
Pass out magazines for children to cut out pictures of food to paste into David’s mouth.
If you use a cardboard box instead, children can place pictures of food in David’s mouth
or pretend food from the cooking center.
You can elaborate on this activity by talking about nutritional foods vs. “junk” food.
62
No, David!
63
No, David!
64
broccoli
carrots
bananas
peas
green
beans
grapes
apple
chicken
On Mother’s Lap
by Ann Herbert Scott





A copy of On Mother’s Lap
Read through the art activity lesson so you are prepared to model it for your students.
If you have a copier, make copies of the art activity sheet for each child. Include one for
yourself.
An alternative, if you do not have a copier, is to model the ideas as described in the art
directions but using a plain piece of drawing paper. Using a marker, write the sentence at
the top with a blank in it. Continue on as suggested. As the children are drawing, walk
around and write the sentence for them, filling in the blank with their dictated word.
o A Book of Hugs, by Dave Ross
o How About a Hug, by Nancy Carlson
o Mama, Do You Love Me?, by Barbara M. Joosee
o Hug, by Jez Alborough
o Just You and Me, by Sam Mc Bratney


Tell the children you will be reading a book about a child that loves to rock with his
mother.
To get them in the mood for the story, sing this song to the tune of “Rock-a-bye-baby”:
RockingTime
by Stacy Crossen
Rocking with mommy
Is fun to do.
We can sing songs
And tell secrets too.
When sister cries,
I say, “I don’t care.”
But mom helps me learn that
Sharing is fair.
1. Before you show the book, ask the children how many like to sit on their mother’s lap.
Tell them children all over the world love this feeling of sitting with their mother.
2. Show the cover, front and back, and read the title, author, and illustrator. Tell them the
boy’s name is Michael.
3. If your class is mature enough and good enough listeners, you might want to discuss
the following ideas. Otherwise move on with the story. Michael and his family live in
On Mother’s Lap
65
very cold weather in Alaska. Point to the heavy clothes the people are wearing on the
back cover and point to the baby that is being carried on its mother’s back. Show the title
page and tell them this is Michael’s village. He is walking into his house with his
mother. Point out the sled with the dogs pulling it with the people on the back. Point out
the man ice-fishing in the background.
4. Show the double page spread title page. Ask the children in a whisper voice why
Michael’s mom is making the “whisper” sign. (their answers might include that the baby
and/or dog is asleep and Mom doesn’t want to wake them up)
5. Invite the children to listen and find out how happy Michael is on his mother’s lap. Ask
them to predict what will happen when his baby sister begins to cry.
DURING reading:
1. When you are reading “Back and forth, back and forth, they rocked,” use your voice in a
soothing, sing-song way and if the children chime in, so much the better.
2. On the page where Michael wants his reindeer blanket, ask the children if they notice
anything. (the dog is waking up)
3. Stop after you read the page where Mother notices the baby crying and ask the children
how Michael is feeling. (his face looks sad and like he doesn’t want Mom to rock her
too) Ask children to predict what will happen. Read the next 2 pages.
4. Stop for a moment and discuss if their predictions were right. Ask them how else
Michael shows he does not want the baby to join them. (covers his head with the
reindeer blanket)
5. Invite them to listen to how Mother will solve this problem.
AFTER reading:
1. Ask the children to express in their own words how Michael’s mother solved the
problem. Encourage several to share.
2. Transition to the art activity discussion which personalizes the story to their own
experiences with their mothers.




Introduce the art activity by saying, “Michael liked to rock with his mother. When I was
little, I liked to ___________with my mother.” (think of something ahead of time that is
true, would be fun for the children to know about you, and that can be shown easily in a
drawing)
Using your own copy of the art activity, read the sentence to the children and say “blank”
where it is in the sentence. Ask them what you should write in the blank based on what
you have just told them. Print that word in the blank.
Ask them, “What do you like to do with your mother?” Call on a few children to share
their thoughts.
Tell them they will think of their own ideas and you will be around to help them print
their word. (those who want to try can print their word on the line and later you can
write the correct spelling of it underneath).
On Mother’s Lap
66




Say, “Now I’m ready to do my drawing. I’ll use a pencil to make a sketch of my mother
and me doing _________. (start the sketch somehow even if you think you’re not good –
remember, it’s good to model the learning process even when it’s hard for you!)
Talk aloud as you sketch to model what you are thinking and to help keep the children’s
focus. Don’t take too long or try to finish your drawing. You are merely trying to give
them an idea of how to get started so that they can feel confident and work independently
when they go to the art center.
You might finish the discussion by saying, “I know your mothers are going to like
finding out what you enjoy doing with them, so work very carefully to do your best.”
Share this poem:
Abuelita’s Lap
by Pat Mora
I know a place where I can sit
and tell about my day,
tell every color that I saw
from green to cactus gray.
and hear a favorite beat,
her heart and cuentos from the past,
the rhythms honey-sweet.
and listen to a star,
listen to its silent song
gliding from afar.
and hear the wind go by,
hearing it spinning round my house,
my whirling lullaby.
Encourage children to share their stories with their mothers at home. Help children make a card
for their mothers that also includes the title of the book that you read together in class. For
example, “Dear Mom, Today we read a book called On Mother’s Lap, by Ann Herbert Scott. It
is about a kid like me who likes to rock on his mother’s lap. I like to ____________ with you.
Love, _____________.”
On Mother’s Lap
67
I like to ___________
with my mother.
By _________________
On Mother’s Lap
68
Owl Babies
By Martin Waddell
 Things to Get Ready:






A copy of Owl Babies
5”x8” unlined index cards
ink stamp or thinned paint to make thumbprints
5 or more twigs per child
Glue
A selection of related books to share in the library corner:
o Where’s My Teddy?, by Jez Alborough
o The Kissing Hand, by Audrey Penn
o The Runaway Bunny, by Margaret Wise Brown
o No Matter What, by Debi Gliori
o The Good-bye Book, by Judith Yiorst
o Maybe She Forgot, by Ellen Kandoian

Make sure the children are grouped in front of you so they all can see the book. Chant or
sing the song that you routinely sing before listening to a story.
For example:
(to the tune of London Bridges)
All the children sitting down
Sitting down, sitting down
All the children sitting down
To wait for the story
All the hands are in their laps
In their laps, in their laps
All the hands are in their laps
To wait for the story
1. Show the cover of the book and read the title, author and illustrator.
2. Let’s listen to see what problem the baby owls have.
Owl Babies
69
DURING reading:
1. Show the title page and ask children what time of day it is. Ask children why they think
the story takes place at night.
2. Throughout the book, use your voice differently when each owl speaks.
3. Encourage the children to join in every time Bill says, “I want my mommy!”
AFTER reading:
1. Ask the children what problem the owl babies had.
2. Asked which owl seemed the oldest /youngest. What makes them think that?
3. Ask the children if the owl babies’ problem gets solved (fixed) by the end of the book.
How does it get solved?
4. Encourage children to talk about their favorite parts.
5. Teach the children the following poem and then ask them how the poem is like the story:
Listen to the Owl Babies
adopted Traditional African
Listen to the owl baby
Crying in the night
Crying for his mammy
In the pale moonlight,
What will his mammy do
When she hears him cry?
She’ll tuck him in a cocoa-pod,
And sing a lullaby.
Make a counting booklet
1. Prepare five pages for each child.
2. Have twigs available for each child. Or have children find their own twigs.
3. Have the children glue a twig to each of their pages.
4. On the first page have each child press his/her thumb into the inkpad or thinned paint and
then press it on the twig or in the nest. This thumbprint represents one owl.
5. Ask the children to find examples of numbers 1 through 5 in the classroom. They can use
this as a model when they write their own numbers.
6. At the bottom of the first page have the child write the numeral”1”.
7. Continue each page as above, increasing the number of owls and the numeral by one. The
last page will show five owls sitting on the twig or in the nest with the numeral”5” at the
bottom of the page.
8. When the prints are dry have each child use a skinny black marker to make eyes and a
beak on each thumbprint owl.
9. Make a cover for the booklet and staple together.
Owl Babies
70
The Three Little Javelinas
By: Susan Lowell



A copy of The Three Little Javelinas by Susan Lowell
Gather various props that could be used for acting out the story.
o Javelina ears or masks made from construction paper
o Parasol
o Cowboy Hats or Bandanas
o Coyote ears or mask
o Sticks (Cactus reeds)
o Straw
o Mud or Bricks
o Use your imagination!
o The Three Little Pigs (There are many versions available.)
o The Desert is My Mother By Pat Mora
o The Tortoise and the Jackrabbit By Susan Lowell
 Getting children ready to listen:

Before beginning story time, teach the children a poem or rhyme that can be used to
help them settle down. Following is an example of one that might be used.
I’ll Touch My Head
I'll touch my head
My hair, my hand
I'll sit up straight
And then I'll stand
I'll touch my ears
My nose, my chin
Then quietly sit down again.

Three Little Javelinas is an Arizona version of the story of the Three Little Pigs.
Many of the children have probably heard the story of the Three Little Pigs. Ask the
children if they remember what happened in this classic story. Some ideas they share
might include: three brothers, there is a big bad wolf, the pigs lose their houses, they
build the houses of straw, sticks, and mud, etc. Tell them that you will be reading a
story of three javelinas that is very similar to the story of the pigs. If available, show
the children a photograph of a javelina and a photograph of a pig. Ask them what
differences they see and what similarities.
71
1. Point to the title and say, “The title of this book is The Three Little Javelinas.” Point
to the author and say, “The author of this book is Susan Lowell. She wrote the words
in the book.” Point to the illustrator and say, “The illustrator is Jim Harris. He drew
all the pictures in the book.”
2. Point out the setting of the book; ask if the cactus and dirt and mountains look
familiar. Explain that the story takes place in the desert of Arizona, where we live.
DURING reading:
1. As you get to each of the defined words in the book ask if the children know what
that word is.
2. Point to the picture and give them a brief description. For example: Adobe, (a-DOEbe), point to the bricks, and say, “Adobe bricks are bricks that are made from mud
and straw”.
AFTER reading:
1. Ask why they believe the brick house was safe.
2. Many fairy tales and folk tales have a moral or teach a lesson. Talk about the moral
of the story. The first two javelinas just used the first things that came along to build
their houses, but the third pig figured out the strongest material and made a beautiful
complete house that she knew was strong and would last.

Extension Activity
“Play” Time
 Any amount of children can participate and take turns.
 Using the gathered props, allow children to volunteer to retell the story in a play.
(assist them in remembering if necessary).
 Encourage them to use different voices.
72
by T.J. Marsh and Jennifer Ward




A copy of Way Out in the Desert
If you don’t have the numbers 1-10 already posted in your room, then make the
numbers 1-10 to hang up in the classroom.
Photocopy the Way Out in the Desert sheets and gather crayons.
o Mouse Count, by Ellen Stoll Walsh
o Ten, Nine, Eight, by Molly Bang
o The Ants: Las Hormigas, by Jane Temorio-Coscarelli
o The Right Number of Elephants, by Jeff Sheppard
Teach one, or both of these following counting rhymes to get in the mood for this
clever story.
One Potato
One, Two
One potato, two potato, (count on fingers)
Three potato, four,
Five potato, six potato,
Seven potato, more.
Eight potato, nine potato,
Here is ten.
Now let’s count
All over again.
One, two,
Sit up, please do.
Three, four,
Feet on the floor.
Five, Six,
Stir and mix.
Seven, eight,
Close the gate.
Nine, ten,
(sit up tall)
(feet flat)
(stirring motion)
(clap hands once)
Make a house for a hen. (form roof
shape with fingers)
73
1. Have the children name desert animals.
2. Count to ten and point to the numbers as you do. Tell the children to look for the
numbers on each page as you read.
DURING reading:
1. Read each page and have children tell what kind of animal it was.
2. Have students count the number of babies each animal has.
3. Help students or have the students find the number on each page.
AFTER reading:
1. Have children count to 10 and then have them count backwards.
2. Start at the back of the book and ask how many babies each animal has. For
example, “The mother rattlesnake has how many babies?”
3. Read the following poem below with the children.
Mother Goose
One, two
Buckle my shoe,
Three, Four,
Shut the door,
Seven, Eight,
Lay them straight,
Nine, Ten,
A big fat hen.
Five, Six,
Pick up sticks,
1. Create a Way Out in the Desert Counting Book with each of your children.
2. Using crayons, have students draw in the correct amount of animals in each box.
For example, 3 javelinas.
3. Fold the book, and then staple it together, so that the children are able to read their
counting book to a friend or parent.
74
One horned toad
1
2
Two hummingbirds
A Desert
Counting Book
By: ________________________
Fold
Nine coyotes
9
Ten tarantulas
10
Fold
Four rattlesnakes
4
5
Five gila monsters
Six roadrunners
6
Three javelinas
3
Fold
Seven jackrabbits
7
Eight scorpions
8
Fold
We’re Going on a Bear Hunt
by Michael Rosen and Helen Oxenbury




A copy of We’re Going on a Bear Hunt,
Cut out the story cards that show each place the family hunts through, see the attached
pages at the end of this lesson, and if possible:
o Laminate the cards
o Then attach each card to a craft stick so you can hold up each card as a sign
A large teddy bear
A selection of related books for children to use during free reading time:
o Brown Bear, Brown Bear What do You See? , by Bill Martin Jr.
o The Little Mouse, the Red Ripe Strawberry, and the Big Hungry Bear by Audrey and
Don Wood
o Jesse Bear What Will you Wear?, by Nancy White Calstrom
o Goldilocks and the Three Bears, by James Marshall
Have a discussion about bears:
 Hold up your teddy bear and ask the children to tell you what they know about bears.
 Tell the children that you are going to read a story where a family goes out searching for
a bear.
 Ask children to tell you if they would be scared going in search of a bear.
 Tell the children that you are going to hide the teddy bear as they close their eyes. Hide
the bear. Then go on a “bear hunt” together as you tiptoe around the room in search of the
bear.
 After you find the bear, gather the group back together. Explain that the story they are
going to hear today has a fun chant that you will all get to chant together while you read.
 Teach the children the bear hunt chant using actions:
We’re going on a bear hunt. (Move your arms back and forth as if you were
marching.)
We’re going to catch a big one. (Open your arms out wide and keep them up
high.)
What a beautiful day! (Bring your arms down and turn your palms up.)
We’re not scared. (Put your hands on your hips and shake your head “no” back
and forth.)
Read-Aloud Guide:
1. Display the cover of the book. Ask the children what they see.
77
2. Read the title of the book and mention the author and illustrator.
3. Ask the children to predict if they think the family will find a bear. Ask: “Where do you
think the family will go? What do you think will happen on this bear hunt?”
4. Let’s read to find out if they find a bear.
DURING reading:
1. As you read, chant the text, letting your voice go up and down to exaggerate the rhythm a
bit. Invite children to chant the “we’re going on a bear hunt” verse and do the actions
with you.
2. Include actions as much as possible to make the chant and the different places really
come alive for children. For example, when you read the verse “We can’t go over it”
move your hand as if you were going over a hill, and when you read “We can’t go under
it” do a “going under” action with your hand.
3. Encourage children to join in as you read the sounds associated with each place. Have fun
reading “swishy-swashy” and “splash splosh!” etc. over and over together.
4. When you get to the “tiptoe” page stop and ask children to predict what may happen.
5. As you read the parts where the family runs back through all of the different places,
encourage children to say the sounds with you.
AFTER reading:
1. Ask children to share what they liked about the story. To encourage discussion and recall
of details, say “Tell me some of the places and things the family had to go through when
they were hunting the bear. Then show the story cards. Have children tell which place is
on each card. Then do the sounds together for each card.
2. Ask children to help put the cards in order (grass, river, mud, forest, snowstorm, cave).


Reread the story a few times. Then have children chant and act out the story with you as
you go on a bear hunt around the room. Use your story card signs to help cue children for
what is next.
If possible, film your class acting out the story. Then play it back for the kids to watch.
If possible, copy the story cards and send them home. Encourage children to talk to their
families about We’re Going on a Bear Hunt and to act out the story for their families at home.
78
We’re Going On a Bear Hunt
79
80
81
What a Wonderful World
by George David Weiss and Bob Thiele






A copy of What a Wonderful World
Tape recording or CD of What a Wonderful World
Tape player or CD player
Tag board
Tongue depressors and crayons and/or markers
A selection of related books to include in learning centers:
o We All Sing in the Same Voice, by J. Phillip Miller
o My Favorite Things, by Richard Rogers
o Whoever You Are, by Mem Fox
o All the Colors of the Earth, by Sheila Hamanaka
o This Land is Your Land, by Woody Guthrie
 Have the children sit in a group in front of you. Be sure everyone can see. Begin with an
opening finger play of your choice:
Sometimes My Hands
Sometimes my hands are at my side
and then behind my back they hide.
Sometimes my fingers wiggle so.
I shake them fastI shake them slow.
Sometimes my hands go clap, clap, clap.
And then I put them in my lap
(Whisper) But now they’re quiet as can be
Because it’s story time you see.
 Read Aloud Guide:
1. Show children the cover and read the title. Also point out the author and the illustrator.
2. Tell the children that they will hear these words several times in the story and they are
welcome to say (or sing) them with you every time they hear them.
3. Show a few pages and ask children what they see. Say: “Now let’s listen to what the
author tells us he sees.”
82
DURING reading:
1. Read (or sing if you know the tune) each page slowly, pointing to the pictures that go
with the words you’re reading.
2. Remind children to chime in when they hear-”What a wonderful world.”
3. Play the tape of Louis Armstrong singing “What A Wonderful World”. Show the
pictures and run your fingers under the words as you read them.
AFTER reading:
1. What did you notice about Louis Armstrong’s voice? How is it different than our voices?
2. What kinds of things did the author say makes a wonderful world?
3. What are some things that make your world wonderful?





On a piece of tagboard, with bright colored markers, draw a picture of something that
makes your world wonderful.
Have each child do the same. Glue a tongue depressor to the back. On the back or
underneath the picture write the word(s) for what the child has drawn.
Sing the song replacing the lyrics with the “wonderful things” they have drawn. Have
each child stand and hold his/her picture using the tongue depressor, when they hear the
words for their picture.
These can be hung on a wall or clothesline around the language arts center. Put the
words “Our Wonderful World” above the display.
Leave the book and tape in the center. During center time, some children can listen to the
tape as they look through the book.
Invite parents to visit your classroom to see your wall of wonderful things. If an opportunity for
a parent open house is coming up, have the children “perform” the song for their families and
share their wonderful things.
83
When Sophie Gets Angry-Really, Really Angry
by Molly Bang






A copy of When Sophie Gets Angry, Really, Really Angry
Gather magazines with pictures of people that are
happy, sad or angry.
Gather red, yellow and blue crayons, paint or markers, glue or tape.
A large piece of chart paper
A thermometer
A selection of related books that deal with feelings:
o Sometimes I’m Bombaloo byRachel Vail
o Goldie is Mad, by Margie Palatini
o How Are You Peeling: Foods with Moods, by Saxton Freymann and Joost Elffers
o I Was So Mad, by Mercer Meyer



Have students stand in a circle.
Tell the students that you will be reading a book about a girl who feels angry.
Read the following poem or sing If You’re Happy And You Know It.
Feelings by Karen Folk
Sometimes on my face you’ll see
How I feel inside of me.
A smile means happy, a frown means sad,
And when I grit my teeth, I’m mad.
When I’m shy, my head hangs low,
But when I’m proud I beam and glow.
(Point to face.)
(Point to chest.)
(Smile, then frown.)
(Grit teeth and frown.)
(Bow head.)
(Smile.)
If You’re Happy And You Know It
If you’re happy and you know clap your hands.
If you’re happy and you know it than your face will surely show it,
Repeat for the following “verses”:
If you’re happy and you know it stamp you feet.
If you’re happy and you know it shout hooray.
If you’re happy and you know it do all three.
Feel free to add your own verses.
When Sophie Gets Angry, Really Really Angry
84
1. Show the children the book, the cover and read the title, author and illustrator.
2. Explain that the book is about Sophie and what she does when she gets angry.
3. Have children discuss what they do when they get angry and how it makes them feel.
DURING reading:
1. This is a good book that discusses expressing feelings.
2. Read the page about when Sophie’s sister knocks over her castle. Ask the children how
Sophie feels.
3. Read about what she does when she is anrgy, up to the point when she climbs the tree.
Have the children tell you some of the things that Katie does when she is angry. Discuss
with the kids if this is how they feel when they are angry about something and what
makes them angry.
4. Have students make predictions about the story. Such as, do they think Sophie will stop
being angry?
5. Finish reading the story.
AFTER reading:
1. Ask the children if they can tell you what it means to be angry.
2. Ask the children how Sophie stopped being angry and ask them how Sophie felt when
she went to her special tree.
3. Discuss what children can do when they feel angry.




Show children a weather thermometer and talk about how it works.
Create a classroom thermometer. Color the top portion, red (angry), the middle portion,
yellow (happy), and the bottom portion, blue (sad). If you want you can have the
children help you create the thermometer.
Give the children the magazines and help them cut out happy, angry, and sad pictures.
After the pictures are cut out the children will paste them onto the thermometer. The
angry pictures should be placed on the red section, the happy pictures go on the yellow
section and the sad pictures go on the blue section.
Refer back to the class thermometer when you are helping children cope with their
feelings.
Send home a mini version of the thermometer with each child to share with their families.
Encourage them to share their feelings with their parents when they are happy, sad, or angry.
They can use the thermometer to help them identify their feelings.
When Sophie Gets Angry, Really Really Angry
85
Dear Parents,
Today, we read When Sophie Gets Angry, Really Really Angry, by Molly Bang, together in class.
We also created a class feelings thermometer to help us talk about feelings. Here you can make a
feelings thermometer to use at home with your child.
1. Have your child color the top portion, red (angry), the middle portion, yellow (happy), and the
bottom portion, blue (sad).
2. Look through old magazines with your child and help them cut out happy, angry, and sad
pictures. After the pictures are cut out help your child paste them onto the thermometer. The
angry pictures should be placed on the red section, the happy pictures go on the yellow section and
the sad pictures go on the blue section.
3. Refer back to the thermometer when you are helping your child cope with their feelings.
angry
happy
sad
When Sophie Gets Angry—Really, Really Angry
86
RESOURCES/BIBLIOGRAPHY
Bertolino, J., et. al. Theme Centers for Dramatic Play. Edupress, 1996.
Brown, Marc. Hand Rhymes. Dutton, 1985.
Carratello, John and Patty. Across the Curriculum with Favorite Authors: Eric Carle.
Teacher Created Materials, Inc. 1992.
Cole, Joanna, & Clmenson, Stephanie. The Eentsy, Weentsy, Spider. Mulberry Books, 1991.
Cullum, Carolyn. The Storytime Sourcebook. Neal-Schuman, 1999.
Dyer, Jane. Animal Crackers. Little, Brown & Company, 1996.
Flora, Sherrill. The Preschool Calendar. Instructional Fair – TS Denison, 2000.
Foster, John. First Verses. Oxford University Press, 1996.
Griswell, Kim T., Editor. Literature: Skill-Based Reproducible Activities. The Education
Center, Inc. 1999.
Haines, Terri L. Reading in a Bag. Teacher Created Materials, Inc., 1996.
Lamont, Priscilla. Playtime Rhymes. DK Publishing, Inc., 1998.
Lee, Carol K. & Langford, Janet. Storytime Companion. Alleyside Press, 1998.
Mailbox Magazine. The Best of the Mailbox: Preschool/Kindergarten Book 2. The
Education Center, 1996.
Maibox Magazine. Literature: Preschool/Kindergarten. The Education Center, 1998.
Maibox Magazine. Literature: Skill-Based Reproducible Activities, Kindergarten. The
Education Center, 1999.
Mailbox Magazine. Authors: Preschool/Kindergarten. The Education Center, 1999.
Raines, Shirley C. and Canady, Robert. Story S-T-R-E-T-C-H-E-R-S. Gryphon House,
Inc., 1989.
87
Raines, Shirley C. and Canady, Robert. More Story S-T-R-E-T-C-H-E-R-S. Gryphon
House, Inc., 1991.
Shiller, Pam and Phipps, Pat. The Complete Daily Curriculum For Early Childhood.
Gryphon House, Inc., 2002.
Totline Staff. 1001 Rhymes & Fingerplays. Warren Publishing House, 1994.
Totten, Kathryn. Storytime Crafts. Alleyside Press, 1998.
Warren, Jean. Piggyback Songs. Warren Publishing House, 1983.
Wilkes, Angela, Animal Nursery Rhymes. DK Publishing, Inc., 1992.
Wilmes, Liz & Dick. Felt Board Fingerplays. Building Blocks, 1997.
88

storytime guide - Make Way for Books

Transcription

Similar documents

HERE - Perfect Shots Photography

For Immediate Release: March 23, 2011

Comedy-Variety Writing Packet

Friday • June 3 Contestant Registration 10 PM @ JJ`s Clubhouse

Landscapes-Vol XVII.qxd

adopted adopted adopted adopted

brown bears of slovakia

Mouse skills

Revolution Taxidermy Supply

BUSINESS NEWS