Reading activities

Aimee Stout,[object Object],Spring 2009,[object Object],Education 356,[object Object],Ring-O,[object Object]

Amazon:,[object Object],To say that this particular apple tree is a "giving tree" is an understatement. In Shel Silverstein's popular tale of few words and simple line drawings, a tree starts out as a leafy playground, shade provider, and apple bearer for a rambunctious little boy. Making the boy happy makes the tree happy, but with time it becomes more challenging for the generous tree to meet his needs. When he asks for money, she suggests that he sell her apples. When he asks for a house, she offers her branches for lumber. When the boy is old, too old and sad to play in the tree, he asks the tree for a boat. She suggests that he cut her down to a stump so he can craft a boat out of her trunk. He unthinkingly does it. At this point in the story, the double-page spread shows a pathetic solitary stump, poignantly cut down to the heart the boy once carved into the tree as a child that said "M.E. + T." "And then the tree was happy... but not really." When there's nothing left of her, the boy returns again as an old man, needing a quiet place to sit and rest. The stump offers up her services, and he sits on it. "And the tree was happy." While the message of this book is unclear (Take and take and take? Give and give and give? Complete self-sacrifice is good? Complete self-sacrifice is infinitely sad?), Silverstein has perhaps deliberately left the book open to interpretation. (All ages) --Karin Snelson,[object Object],The Giving Tree,[object Object],Shel Silverstein,[object Object]

Activity-,[object Object],1. Assign students to groups.,[object Object],2. Put each group at a table where they can share.,[object Object],3. The teacher will have prepared two bags full of leaves. ,[object Object],4. Pass out finger paints to the students.,[object Object],5. Give each student a piece of huge paper.,[object Object],6. Allow students to paint on paper using the leaves and their fingers. ,[object Object],7. Have them describe their picture while the class has their eyes closed. ,[object Object],Science- 2.4.5 Recognize and explain that materials in nature, such as grass, twigs, sticks, and leaves, can be recycled and used again, sometimes in different forms, such as in birds' nests. ,[object Object],English- 2.7.14 Provide descriptions with careful attention to sensory detail.,[object Object],Gardner- Bodily/Kinesthetic (painting with leaves),[object Object],The Giving Tree,[object Object],Shel Silverstein,[object Object]

Activity-,[object Object],Read the book.,[object Object],Ask students if they have ever talked to a tree.,[object Object],Ask students if the tree has ever talked back.,[object Object],Have students write a song about a conversation they would have with a plant. It could be tree, flower, or weed. ,[object Object],They can draw a picture to go along with their song. ,[object Object],Science: 1.4.1 Identify when stories give attributes to plants and animals, such as the ability to speak, that they really do not have.,[object Object],English- 1.5.3- Write rhymes and simple poems.,[object Object],Gardner-Musical writing a song.,[object Object],The Giving Tree,[object Object],Shel Silverstein,[object Object]

Amazon-,[object Object],Come in . . . for where the sidewalk ends, Shel Silverstein's world begins. You'll meet a boy who turns into a TV set, and a girl who eats a whale. The Unicorn and the Bloath live there, and so does Sarah Cynthia Sylvia Stout who will not take the garbage out. It is a place where you wash your shadow and plant diamond gardens, a place where shoes fly, sisters are auctioned off, and crocodiles go to the dentist. Shel Silverstein's masterful collection of poems and drawings is at once outrageously funny and profound. ,[object Object],Where The Sidewalk Ends,[object Object],Shel Silverstein,[object Object]

Activity-,[object Object],Read the poem “One Inch Tall” on pg. 55,[object Object],Provide students with different objects to measure,[object Object],An eraser, chalk, pencil, ect…,[object Object],3. Have them round their answers to the nearest half inch. ,[object Object],4. Have students record their answers and turn them in. ,[object Object],Math- 3.5.1 Measure line segments to the nearest half-inch.,[object Object],English- 3.7.1 Follow three- and four-step oral directions. ,[object Object],Gardner- Logical- students are taking measurements. ,[object Object],Where The Sidewalk Ends,[object Object],Shel Silverstein,[object Object]

Activity-,[object Object],Read the poem “Smart” on page 35. ,[object Object],Split students into groups of four. ,[object Object],Have students answer these questions:,[object Object],How much money did he start with?,[object Object],How much did he end up with?,[object Object],How much did he lose all together?,[object Object],Was dad really proud?,[object Object],Math- 3.5.10 Find the value of a collection of coins and dollars. Write amounts less than a dollar using the ¢ symbol and write larger amounts in decimal notation using the $ symbol. ,[object Object],English- 3.3.8 Identify the problem and solutions in a story.,[object Object],Gardner: Logical Students are adding money.,[object Object],Where The Sidewalk Ends,[object Object],Shel Silverstein,[object Object]

Amazon- It was missing a piece.And it was not happy.So it set off in searchof its missing piece.And as it rolledit sang this song -Oh I'm lookin' for my missin' pieceI'm lookin' for my missin' pieceHi-dee-ho, here I go,Lookin' for my missin' piece.What it finds on its search for the missing piece is simply and touchingly told in this fable that gently probes the nature of quest and fulfillment.,[object Object],The Missing Piece,[object Object],Shel Silverstein,[object Object]

Activity-,[object Object],Provide students with five or more circles with a piece missing. ,[object Object],Provide the missing pieces.,[object Object],Make sure they are all different sizes. ,[object Object],Have students find the matches. ,[object Object],Math- 1.4.1 Identify, describe, compare, sort, and draw triangles, rectangles, squares, and circles. ,[object Object],English- 1.7.1 Comprehension:Listen attentively.,[object Object],Gardner- Logical Sorting shapes. ,[object Object],The Missing Piece,[object Object],Shel Silverstein,[object Object]

Amazon- The tiny town of Chewandswallow was very much like any other tiny town except for its weather which came three times a day, at breakfast, lunch and dinner. But it never rained rain and it never snowed snow and it never blew just wind. It rained things like soup and juice. It snowed things like mashed potatoes. And sometimes the wind blew in storms of hamburgers. Life for the townspeople was delicious until the weather took a turn for the worse. The food got larger and larger and so did the portions. Chewandswallow was plagues by damaging floods and storms of huge food. The town was a mess and the pople feared for their lives. Something had to be done, and in a hurry. END,[object Object],Cloudy with a Chance of Meatballs,[object Object]

Activity- ,[object Object],Give students logos to build a town. ,[object Object],Now they have to use play dough to make food that is from the book. ,[object Object],By placing the food on the town, they are building a model of the town. ,[object Object],Science- 2.6.2 Observe and explain that models may not be the same size, may be missing some details, or may not be able to do all of the same things as the real things. ,[object Object],English- 2.7.4 Give and follow three- and four-step oral directions. ,[object Object],Gardner- Visual/Spatial- students are building a model. ,[object Object],Cloudy with a Chance of Meatballs,[object Object]

Amazon- From Publishers WeeklyPlucky barnyard denizens unite to improve their working conditions in this hilarious debut picture book from Cronin (appropriately enough, an attorney). Farmer Brown is dumbfounded when his cows discover an old typewriter in the barn and begin experimenting ("All day long he hears click, clack, moo. Click, clack, moo. Clickety clack moo"). Things really get out of hand when the cows began airing their grievances. Lewin (Araminta's Paint Box) conveys the fellow's shock as he reads: "Dear Farmer Brown, The barn is very cold at night. We'd like some electric blankets. Sincerely, The Cows." When Farmer Brown denies the cows' request, the bovine organizers go on strike. Through the use of the man's shadow, Lewin communicates his rage: the straw in his hat creates the appearance of his hair on end. With help from a neutral duck mediator, the exasperated Farmer Brown finally makes concessions. But, much to his dismay, the cows are not the only creatures that can type. Cronin humorously turns the tables on conventional barnyard dynamics; Lewin's bold, loose-lined watercolors set a light and easygoing mood that matches Farmer Brown's very funny predicament. Kids and underdogs everywhere will cheer for the clever critters that calmly and politely stand up for their rights, while their human caretaker becomes more and more unglued. Ages 3-7. (Feb.) ,[object Object],Click Clack Moo: ,[object Object],Cows that Type,[object Object]

Activity- ,[object Object],Have a sheet with pictures of different animals. ,[object Object],Have them circle the animals that you would find at a farm.,[object Object],Animals-elephant, pig, cow, duck, sheep, horse, donkey, cat, dog, lion, monkey, alligator, giraffe, and caterpillar. ,[object Object],Science- K.4. 1 Give examples of plants and animals.,[object Object],English- K.7.1 Understand and follow one- and two-step spoken directions. ,[object Object],Click Clack Moo: ,[object Object],Cows that Type,[object Object]

Activity- ,[object Object],Have students read the book.,[object Object],Have them list the items that the animals wanted and why they wanted them. ,[object Object],Have students pick a different animal not in the book.,[object Object],They can think of a human item that animal may want and how that may help them in their environment. ,[object Object],They can draw a picture to go with their animal.,[object Object],Science- 2.4.1 Observe and identify different external features of plants and animals and describe how these features help them live in different environments. ,[object Object],English- 2.4.1 Organization and Focus:Create a list of ideas for writing.,[object Object],Gardner- Linguistic- writing about their animal. ,[object Object],Click Clack Moo: ,[object Object],Cows that Type,[object Object]

Amazon-,[object Object],From School Library JournalPreSchool-Grade 2?A note states that this trickster tale has "roots in European folktales and slave stories of the American South." Lazy Bear sleeps through every planting season, so conniving Hare makes a deal. He and his family will work Bear's land and split the crops in half. He'll even let Bear choose which half he wants?"tops or bottoms." Bear chooses tops so Hare plants root crops, leaving Bear with a useless harvest. A furious Bear insists next time he'll take bottoms so Hare plants corn, leaving empty stalks. The entertaining story is illustrated with Stevens's now familiar artwork?lively, colorful line-and-wash spreads filled with sprightly characters and humorous details. The contrast between the slumbering bear and the frantically energetic hare family is especially amusing. Unfortunately, some illustrations are marred by the placement of the boxed text. The book opens vertically rather than horizontally; while this design element is a clever complement to the growing theme, it is not completely successful. At times, the visual flow is interrupted. The narration is also somewhat awkward. Despite the obvious flaws, this title is sure to be popular with Stevens's fans and youngsters who crave "funny books."?,[object Object],Tops and Bottoms,[object Object]

Activity-,[object Object],Have students list the vegetables that rabbit tricks bear with. ,[object Object],Have students name use adjectives to describe these vegetables. ,[object Object],Remind them that an adjective is a describing word. ,[object Object],Science 1.4.2 Observe and describe that there can be differences, such as size or markings, among the individuals within one kind of plant or animal group. ,[object Object],English- 1.5.4 Use descriptive words when writing.,[object Object],Gardner- Linguistic using adjectives,[object Object],Tops and Bottoms,[object Object]

Tops and Bottoms,[object Object],Activity-,[object Object],Have students decide whether the story is fantasy or reality. ,[object Object],Have them tell a partner the reasons why it is fantasy.,[object Object],They can each choose one and draw a picture to match a reason. ,[object Object],Science- 1.4.1 Identify when stories give attributes to plants and animals, such as the ability to speak, that they really do not have.,[object Object],English- 1.3.4 Distinguish fantasy from reality.,[object Object],Gardner- interpersonal- partner work. ,[object Object]

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