Alexis Nagley 2/19/2013 Childrens Literacy Exploration

Book: My Five Senses Aliki. My Five Senses. New York City: HarperCollins, 1989. Print. Grade: Kindergarten Core Content State Standards: K.RFS.1- Print concepts K.RIT.7- Integration of knowledge and Ideas K.RL.5 Craft and Structure

Summary: This book is about the five senses. In the story it goes over the 5 senses and what they are used for. It also goes over what you can do with these senses. It teaches children that you can use more than one sense at a time and gives examples.

Activities: Students will go over as a class the different senses after the book so I can make sure students comprehend the story. Then students will complete a worksheet that uses the senses and students have to circle the right body part that goes with that sense

Literacy development: Literacy development is used with this book when students are completing the work sheet. Each work sheet is going to have a question about a sense and students are going to have connected sense and circle the body part with. This will help with their fine motor skills ability in being able to circle the correct body part. It will help their reading ability by being able to read the question and comprehend it so they can answer the question correctly.

Name: ________________________________________ Directions: For each question circle the right body part that would go with the sense.

1. When the Smiley face smells the rose she is using her.

Nose

Eye

Ear

2. When I listen to music I hear it with my.. Eye

Ear

Tongue

3). When I eat ice cream I taste it with my

Tongue

Nose

Hand

4) When I see the sun I am using my

Hand

Tongue

Eye

5) When I touch the bear I am using my

Nose

Hand

Ear

Bonus question: Write the five senses we have that we learned about today ______________________________________________________________________________

Book: Dont Know Much about the 50 States Davis, Kenneth C. Don't Know Much About The 50 States. Illus. Renee Andriani. New York: HarperCollins, 2004. Print Grade: 3rd Core Content State Standard: 3.RL.1- Key ideas and details 3.RIT.7- Integration of knowledge and Ideas 3.W.8 Research to build and present knowledge

Summary: This book introduces all of the 50 states in the United States. Each page is dedicated to one state. On this page is interesting facts about the state along with the capital, state bird and flower

Activity: Each student will be given a state. With the state they will make a poster board of their state with the interesting facts they find with the book. On the poster board the will be required to list the capital, nickname, statehood and list the state flower and bird with a picture. They will also put a picture of the state flag. Along with this they will list three interesting facts they found out about their state.

Literacy development: Having each student read about a different state not only allows them to learn the state but also the interesting fact. This will allow them to make connections with their state and other historical events that happened in the state. Being able to make connections is critical in development of history and literacy.

Story: Wood, Audrey. Ten Little Fish. Illus. Bruce Wood. New York City: Scholastic Inc., 2004. Print. Grade: 1st Core Content State Standards: 1.0A.1 Represent and solve problems involving addition and subtraction 1. RL.1 key ideas and details 1OA.2- Representing and solve problems involving addition and subtraction

Summary: This story is about 10 little fish that swim in a line. On each page one of the fish leaves the line for a reason so the line gets shorter. This book allows children to understand easy subtraction with fish Activity: While reading the story students will be able to interact on each page by calling how many fish are left when one fish leaves to do something. This will allow the teacher to process their understanding of subtraction. After the story children will complete a worksheet that is similar to the book using subtraction.

Literacy development: This book deals with children being able to make a connection of what is going to happen next in the book. And also gain an understanding of foreshadowing by guessing what is going to come up next without being told.

Name:_________________________ Directions Underneath, answer the questions and show your work by drawing the object 1) If I Have 5 dogs and one ran away how many dogs do I have left?

2) If have 8 candy bars and I ate one, how many candy bars do I have left?

3) Sally has 10 quarters in her pocket. Jonny asked if he could barrow 2. How many quarters does sally have now?

Bonus question: If George has 12 slices of pizza, he decides to eat two slices the first night and two slices the second night. After the two nights how many pizza slices does George have?

Story: Ruthie and the (Not So) Teeny Tiny Lie

Rankin, Laura. Ruthe and the (Not So) Teeny Tiny Lie. New York City: Scholastic, 2008. Print

Grade: Kindergarten Core Content State Standard: K.SL.6, Speak audibly and express thoughts, feelings and ideas clearly K.SL.2, with prompting and support, retell familiar story, including key details K.RL.1, with prompting and support, ask and answer questions about key details in a text KRIT.5 Identify the front cover, back cover and title page of the book.

Summary: This book is about a little girl who finds a tiny camera. When she finds is she decides she want to keep it. One of Ruthies classmates tells her it is his. She lies and says the camera is hers. After she lies she cannot concentrate at school, cant eat dinner and becomes very upset because she lied. In the end she tells her parents and tells her teacher that she lied about the little camera she found. Once she tell the truth she realizes how much better she feels.

Activity: Students will each get a trinket passed out by the teacher and with their turn and talk partner discuss what they should do if they find something that is not theirs. Students will come up and present their role play to the class and showing what Ruthie could have done. Literacy Development: Having students comprehend the story by being able to come up with a different ending then what happened in the book. This allows them to critically think about what a person my do and they have to be able to convey what they think through talking and role playing

Book: Cool Penguins Bauer, Jeff. Cool Penguins. New York City: Scholastic, 2007. Print. Grade: 1st Core Content State Standards: 1.RL.3 Key Ideas and Details 1RL.7- Integration of knowledge and ideas 1.RIT.6- Craft and structure

Summary: This book is about penguins. It talks about where they live, what they eat and who their predators are. It and it goes into detail about the different types of penguins and how these different types of penguins live in different parts of the world.

Activity: As a class we will answer the comprehension questions at the back of the book to see if students were able to understand the material given to them. Students will then go back to their seats and on a blank sheet of paper draw their favorite type of penguin they learned about and then write three facts about that penguin.

Literacy development: In this activity the literacy development is being able to comprehend the story and answer questions. The students also work on their writing and spelling skills by writing three facts about their favorite type of penguin.

Story: Christopher Columbus Bauer, Marion Dane. Christopher Columbus. Illus. Liz Goulet Dubois. New York City: Scholastic, 2009. Print. Grade: 2nd Core Content State Standards: 2. RL.1- Key Ideas and Details 2RIT.8- Integration ok knowledge and ideas 2. W.8- research to build and present knowledge

Summary: This story is about Christopher Columbus, who had dreams about an adventure and sailing around the world. When he was old enough his parents let him. When he was sailing he sailed for a very long time. After nine weeks they found land and how finding this land later led to the finding of the United States. Activity: Since Christopher Columbus was out at sea for such a long time he needed supplies. Students will get in small groups and make a list of supplies Christopher Columbus might have brought with him on this long journey. When students are done they will get up in front of the class and explain why they picked the supplies they did. Literacy Development: This book supports literacy development because it explains to the readers the different steps it took into Christopher being able to go on a trip, just like there are steps we have to take when writing. This allows the teacher to build off of that asking student what would someone need to go on a trip. It allows for critical thinking because students not only need to make a list of items someone would need for a trip like this, but they also need an explanation of why it is important.

Story: Goodnight, Goodnight Construction Site Rinker, Sherri Duskey, and Tom Lichtenheld. Goodnight, Goodnight, Constuctions Site. New York City: Scholastic, 2012. Print Grade: Kindergarten Core Content State Standards: K.RL.1 Key Ideas and Details K.W.8 Research to build and present knowledge K.SL.2 Comprehension and collaboration

Summary: This story goes over the different type of trucks a construction site uses and the jobs those trucks complete. The book goes over this in a way where the trucks are saying goodnight to one another before they sleep. Each truck in the story gets to say goodnight and when they do they explain the hard work they did for the day.

Activity: After reading the book the students will have a picture of each construction vehicle I talked about in the story. As a large group I will describe a job of one the trucks and students hold up a picture of a truck that completes the job I describe.

Literacy Development: This book supports literacy development by allowing the students to relate what goes on to real world experiences. Some for the jobs that are talked about in the book are jobs that students might have seen completing around their house. Reading the book and going over the jobs they do allow them to make those connections

Pictures I would use:

Story: Johnny Appleseed Shepherd, Jodie. Johnny Appleseed. Illus. Masumi Furukawa. New York City: Scholastic, 2010. Print Grade: Kindergarten Core Content State Standards: K.RL.1, with prompting and support, ask and answer questions about key details in a text K.RIT.8- Integration of Knowledge and Ideas K.SL.5- Presentation of knowledge and ideas

Summary: This story goes over Johnny Appleseeds life and how he enjoyed growing apples and how this love of apples helped people in his life. Throughout Johnnys life he moves to various places but it is okay because each places he moves he is able to grow apples and provide for the people around him.

Activity: In the book it discusses that Johnny Appleseed planted and grew apples. After reading the story students will clip out pictures and put them in order of what and apple tree needs in order to grow apples. Literacy Development: This book allows students to understand the steps it takes in growing and apple tree. This can be connected to the steps we have to do when reading like reading left to right and starting at the first page and reading to the last. Having children see that while reading will show them sequence and steps which they do in the activity.

Name___________________________ Directions: Cut these pictures out and put them in order

Story: The Winter Wish Shields, Gillian, and Rosie Reeve. The Winter Wish. New York City: Scholastic, 2012. Print. Grade: 1st Core Content State Standards: 1.RIT.7- Integration of knowledge and Ideas 1.L.1 Conventions of standard English 1.RL. 7- Integration of Knowledge and Ideas

Summary: This story is about a little mouse named William that has a winter wish for it to snow, after finding a snow globe at her grandfathers house and listening to explain what he did when he was younger and it snowed. He kept wishing for it to snow and thinking of all the things he would do if it snowed. When his grandfather gave him a present of a snow globe he wished for it to snow one last time. The next morning it did and William was able do all the things he wished he could do since it snowed. Activity: Students will each get an empty picture of a snow globe. In the snow globe students will be instructed to draw what they wish for. It could be anything. Once they are done drawing they are done drawing they will on a lined sheet of paper write about what they wish for.

Literacy development: This book is good for literacy development because it takes reader through a sequence of what William does before he gets his wish .The activity also helps with literacy development. Students have to express themselves through writing when talking about what is in their snow globe and why it is what they wish for

My Wish in a Snow Globe

Poem: Early Bird (from the book Where the Sidewalk Ends)
Silverstein, Shel. Where the Sidewalk Ends. New York City: Harper & Row, 1974. Print.

Grade: 3 Core Content State Standards: 3RL.4 - Craft and structure 3. W.2- Text types and purposes 3. SL.6 presentation of Knowledge and Idea

Summary: This is very short poem about how the early bird catches the worm and is able to catch the worm because he wakes up early. In the end of the poem it talks about if you are the worm it might be a good idea if you sleep in late. Activity: After reading the poem, I will ask students to write down what they think is the most important word in the poem. When they pick it ask them why they think it is the most important word. Students will write their reasons why on paper and then explain it in a large group

Literacy development: This poem is good for literacy development because it shows students that something as short as a poem can have as much meaning as a story. This activity is a good t student to really think about meaning. It is also introduce how to write a poem