Storybus Curriculum Guide

Preface

The activities in this curriculum are intended to be a springboard to assist you in developing your own curriculum that weaves a single, familiar story throughout the activities in your classroom.

It’s a great way to prepare your students for a StoryBus visit, or to extend the learning after the visit, but, really, can be used in your classroom any time, even if your room is not visited by the StoryBus. These activities target both preschoolers and kindergartners, but the concept can be adapted for younger children and children in the primary grades.

The program philosophy is a unique blend of Howard Gardner’s theory of multiple intelligences with the notion of repetition that’s often attributed to Vygotsky’s socialdevelopment theory. It suggests that children will be more engaged if they come to an activity already familiar with certain aspects, and will develop greater critical-thinking skills because they will be better equipped to make predictions.

On the other side of the equation, because they are approaching the story from all these different angles—using drama, movement, music, math, and other skills that are called for to fulfill the Illinois Early Learning Standards—the children are more likely to connect with the story that runs through all the activities; whatever intelligence is most dominant in the child, at some point during the implementation period, the base story will be accessed by the child through that intelligence.

Welcome to the StoryBus Experience!

1. Introduction

pg. 1

2. Language Arts

pg. 9

3. Mathematics

pg. 25

4. Science

pg. 33

5. Social Science

pg. 41

6. Physical Development & Health pg. 47

7. Fine Arts

pg. 55

8. Social/Emotional Development

pg. 63

9. Cooking

pg. 71

10. Diversity

pg. 77

11. Partnering with Parents

pg. 85

12. Resources

pg. 92

America’s Children’s Museum on Wheels: StoryBus Curriculum Guide

© 2001, 2011 America’s Children’s Museum on Wheels, StoryBus All Rights Reserved. Published in the United States.

For information, contact America’s Children’s Museum on Wheels, StoryBus 1658 N. Milwaukee Ave. #394 Chicago IL 60647 (847) 201-6476 www.storybus.org

America’s Children’s Museum on Wheels: StoryBus America’s Children’s Museum on Wheels: StoryBus builds better teachers and better students. The program, created by Dolores Kohl, empowers teachers by encouraging them to develop their own curriculum, teaching to the whole child, utilizing a single classic story. It enables young students to have collaborative literary experiences that bring stories to life, so that they better understand the stories.

As a result, the children will develop a lifelong love of reading.

The StoryBus Visit The StoryBus is intended to enhance literacy development in young children. Literacy is acquired through many, many opportunities for children to read, write, speak, and listen.

All four of these components are crucial to the process of literacy development and should be used in conjunction with one another. By immersing a child in words, stories, rhymes, songs, writing, and illustrating, you are supporting the literacy development of that child.

Take advantage of every chance you get to use language, in every program activity.

To maximize the effects of the StoryBus visit, teachers must prepare children for the visit and provide appropriate follow-up activities. There are many excellent activities and ideas outlined in the curriculum, but below are some general ideas that you can use with any story you read to the children.

Before the StoryBus Visit: Show your enthusiasm for the StoryBus and for reading! It is contagious! *

Help the children become familiar with the year’s story. (Reading and Listening) * Read as many variations of the story as you can find. Use the public or school library and/ or the Internet to locate books. The Resources section of this guide offers many variations on our three base stories. (Reading and Listening) * Talk about the vocabulary in the books. When you encounter words that are new to the children, ask them to tell you what they think the word means. That way you will know what they are thinking. Only after you have asked them should you tell them what the word means. Let the children see you look up the word in the dictionary, so they get comfortable with what the dictionary is and how it is used. (Speaking, Listening, and Reading) *

Put the new words and pictures on a “Word Wall” and create many opportunities to use those words in context throughout the day.

(Speaking and Listening) * Play games with the words. Ask the children to think of other words that rhyme with the new word. (Listening and Speaking) * Ask the children to tell you other words that begin with the same sounds as a particular word. (Listening and Speaking) * Ask the children questions that will promote critical thinking. (Reading, Speaking, and Listening) * What do you think this story will be about? * How would you feel if that happened to you? * If you were _________, what would you do? * What did you like about the story? Why? * Was there anything you didn’t like? Why? * Provide opportunities for children to add sounds and actions to a story as you read together. (Reading, Speaking, and Listening) * Include costumes and props appropriate to the story in various learning centers around the room and encourage the children to use them to act out their own stories. (Reading, Writing, Speaking, and Listening) * Pantomime some actions in the story and let the children guess what you are doing. Select a child to pantomime. (Reading and Speaking) * Create an authors’ corner where children’s stories, poems, and other creative endeavors are attractively and prominently showcased.

Invite other classes, teachers, and parents to share the children’s work. (Reading, Writing, Speaking, and Listening) * Encourage the children to share their stories, poems, and other creative endeavors with their parents. (Speaking, Reading, and Listening) * Review the “About This Curriculum” section on the following two pages. We would appreciate it if you could mail us samples of your students’ drawings, stories, and other creative projects. Please send them to: StoryBus 1658 N. Milwaukee Ave. #394 Chicago IL 60647 And visit us online at www.storybus.org for more resources. *

Thank you for your participation in StoryBus!

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About this Curriculum A curriculum developed around the story featured on the StoryBus will enhance the children’s learning experiences during the StoryBus visit. The sample activities included in this guide were developed by fellows of the Kohl McCormick Academy of Outstanding Educators. Although these activities are organized by the primary Illinois Early Learning Standard they address, you should implement your curriculum holistically. This can be accomplished through a unit or project approach. You should also think about how your activities can be incorporated into the learning centers of your classroom.

Literacy development is a strong component of StoryBus. Throughout this guide you will find numerous activities that address the four basic components of literacy development:

Speaking Children’s use and knowledge of words in spoken language are extremely important. A good oral vocabulary supports the decoding of print. Generally, oral language is developed in the home through significant interaction with adults.

As children grow, new words are added to their vocabularies. Children who do not get significant opportunities for conversation and vocabulary building at home must get them at school. When you encounter a new word with the children ask them about its meaning before you tell them what it means. This will help you understand their thinking. Use the new word many times in your own conversation and provide the children with many opportunities to do the same.

Writing As soon as young children are able to grasp a crayon, they need to draw, paint, and scribble. This develops the fine-motor skills needed for writing. The

children’s scribbles evolve into recognizable letters and words, and eventually into stories.

Children should be provided the opportunity to dictate stories about their pictures and their experiences with the activities in this curriculum. An adult can write down what the child dictates and read it back to the child.

Listening Being able to enjoy the rhythm, rhyme, and alliterative features of words helps children develop the auditory skills necessary for phonemic awareness in preschool and kindergarten and phonics in first, second, and third grades. They need opportunities to play with rhyming words through nursery rhymes, songs, finger plays, poems, and riddles. They need to learn about letters in a meaningful and familiar context (i.e. “My name begins with the same letter as yours”).

Reading Experiences with books are critical for young children. Reading to children is extremely important. Attention needs to be given to vocabulary and the meaning of words in the book, as well as the comprehension of the story. You should make many opportunities to read to your students, talk about the new words encountered, and discuss the story. Ask the children to guess what the story is about with just the title and picture on the cover as clues.

In addition to the four components for literacy development, dramatization, dramatic play, and pretend reading are important for the development of comprehension and critical thinking. When children have opportunities to take on the roles of characters in stories and act them out, they are building comprehension skills. Through interpreting what they have heard or read, they are enhancing their criticalthinking abilities. Dramatic play experiences

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provide them with opportunities to create their own stories and dialogues, thereby expanding their vocabularies and creativity. They will “read” a familiar story, if they have had opportunities to assist when an adult is reading (i.e. repeating, “I’ll huff and I’ll puff and I’ll blow your house down” each time it appears in the story).

Each activity in this guide is organized into seven areas:

1 You will need – includes a list of the materials you will need to complete the activity.

2 What to do – outlines the steps that complete the activity.

3 Open-ended questions – suggests ques-

tions to ask the children to encourage their oral language development and critical thinking.

4 Variations/extensions – addresses varying levels of development and extends the learning to another level.

5 Suggested benchmarks – addresses

the Illinois Early Learning Standards. These benchmarks indicate what you will see the child doing. They should be considered when planning for assessment.

6 Related resources – lists books, poems, rhymes, and songs that relate to the activity.

7 My Ideas – use the margins of this book

to make notes, and keep a notebook handy to write out your own ideas.

At the end of each curricular area there are Reflection questions – questions to assist you in reflecting on your practice.

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Curriculum Ideas to Promote Inclusion As teachers of young children we strive to plan the curriculum, the environment, and teaching strategies that support the optimal growth and development of each individual. The increasing numbers of children with special needs included in our schools necessitate resources that support our efforts to adapt the curriculum.

Feel free to use these ideas as you modify your curriculum to meet the needs of children with special needs.

Children with developmental delays often require more time and repetition as they play, grow and learn. Be sure to allow extra time to insure the children’s success. You might want to cook the same recipe a few days in a row.

Use visual cues or recipe cards to detail the steps as the children cook or do other activities. Recipe cards should be very simple and exact. Too much information in a given space can promote visual overload.

Be aware of possible fine motor differences.

Some children may benefit from assistance and encouragement as they use utensils. Be sure to label each action – “We are using a spoon to stir the cookie dough.” Consult the occupational therapist if you are unsure about planning for children with significant orthopedic differences.

Be aware of food allergies and special diets.

Children with autism or pervasive developmental disorders are often on a restricted diet.

Some children experience tactile defensiveness and are unwilling to taste, touch or smell certain foods. Parents are usually very willing to share this information.

Allow the children to participate in a portion of an activity. Children with ADHD can become easily distracted. Avoid an over-stimulating environment.

Use hand-over-hand assistance for children with motor planning difficulties or visual impairments.

Children with special needs are often inconsistent when demonstrating mastery of specific skills. Do not confuse this as misbehavior or unwillingness to participate. Cutting, painting, scribbling and other creative arts activities can be very challenging and rewarding. Allow extra time.

Children with tactile defensiveness might express an unwillingness to get messy.

Manipulating paint that is enclosed and secured in a ziplock bag is a great adaptation for actual finger painting.

Add different textures and scents to paint and other media. Use sand, salt, food color, imitation food flavoring, spices, etc. This awakens and stimulates sensory awareness.

Plan activities that support large motor movements. Some children with special needs have difficulty identifying boundaries and their own workspace. Be sure to use newspaper or butchers paper to protect spaces from spills.

Have a variety of writing and painting supplies (short and fat, long and thin, stubby writing supports) for children experiencing weak muscle tone or fine-motor delays.

Provide dress-up clothes that are easy to get in and out of. Dramatic play is an excellent opportunity to support independence and selfhelp skills. Snip the buttonholes just a bit so that the buttons are easily positioned into the hole.

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Plan learning centers that support engaging play. Excess clutter and too many materials promote distractible behavior. Make sure the environment is not visually overstimulating.

Children with sensory integration differences are often sensitive to sudden and/or loud noises. Be aware of background noises that might impact on learning. Have unattached headphones available for children who need to take an auditory sensory break. These are also a great aid when the fire alarm sounds.

Use simple lotto and board games to promote socialization. Children with autism spectrum differences benefit from structured game-playing sessions. Limit the time based on the child’s ability to participate. Encourage conversation and language usage.

Use pictorial representations of the daily activities. Children with special needs thrive when they can internalize a predictable routine. Encourage the children to refer to the daily schedule as needed. This promotes a sense of safety and security.

Teach some sign language and finger spelling to your class so that they can communicate with children who cannot or will not speak.

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Reflecting on My Practice As a teacher, giving oneself time to stop for a moment and reflect often means giving quality to the learning that takes place and the relationships that are formed in a classroom. Here are some general questions to stimulate a process of reflection.

What is my role in the teaching and learning process?

Do I listen to and observe the children?

Do I provide occasions for discovery and joy?

Are all the children in my group considered to be the same or capable of working on a common task in the same way?

In what context is individual learning enhanced or stifled in my classroom?

What do I do to encourage different learning styles?

What do I consider when choosing an activity for my classroom?

Do I intervene at critical moments?

Have I, as the teacher, understood the objective of the activity?

Are the children engaged in solving problems, creating, and making meaning?

Will the activity challenge and extend each child?

What does the learning group in my classroom look like?

What is the relationship between individual and group learning?

Does the activity encourage the children to think critically and creatively?

Does the activity provide opportunities for expression, trials, and practice?

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Language Arts 1

What’s the Real Story?

You will need

The Three Pigs The Three Little Wolves and the Big Bad Pig Chart paper Drawing paper Crayons and/or markers Props for play-acting

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What to do

Read the two stories. Discuss how the second book compares to the first and make a list of the similarities/differences. Have the children act out the stories and/or have them draw pictures comparing the stories.

Open-ended questions

How were the materials that the wolves used to build their houses different from the materials the pigs used in the other story? Why do you think the wolves used these materials? How do you think the wolves felt when they lost their houses? What do you think made the pig stop his bad behavior? Did you like the way this story ended? Why or why not?

Variations/Extensions

Have children read and compare other versions of the story. Ask the children to create their own ending to the story. Let adults write the children’s stories as they dictate them, then have the children illustrate their stories.

Related resources

The Three Little Pigs, by Steven Kellogg The Three Little Pigs, by Paul Galdone Ziggy Piggy and the Three Little Pigs, by Frank Asch The Three Pigs, by Bobbi Salinas The True Story of the Three Little Pigs, by Jon Scieszka The Chicken Sisters, by Laura Numeroff

Suggested benchmarks Language Arts Demonstrate understanding of literal meaning of stories by making comments. Relate prior knowledge to new information.

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Language Arts 2

Baa, Moo, Cock-A-Doodle-Doo

You will need

Pictures of farm animals Tape recording of farm animal sounds Cock-A-Doodle-Moo, by Bernard Most Animal masks children have made

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What to do

Show animal pictures to the children. Ask them to identify the animal and tell you what sound each animal makes. Play the tape of animal sounds or make the animal sounds yourself and have the children find the picture of the animal making the sound. Read the story and ask the children questions about it. Have them act out the story using animal masks they have made.

Open-ended questions

Why do you think the rooster was unable to wake up the animals on the farm? How did the cow try to help the rooster? What was the cow’s problem? How did the rooster try to help the cow? What did the rooster and cow do to solve their problem? What would you do if you couldn’t use your voice?

Variations/Extensions

Read Barnyard Song. Ask the children to tell you why the animals couldn’t speak and what the farmer did to get them to speak again. Have the children imitate the animals’ sounds, both when they could speak and when they couldn’t. Sing variation of “B-I-N-G-O Song” entitled Pingo. There was a farmer who had a pig and Pingo was his name, O. P-I-N-G-O, P-I-N-G-O, etc. Create other verses using different beginning consonant sounds

Related resources

Barnyard Song, by Rhonda Gowler Greene The Cow That Went Oink, by Bernard Most

Suggested benchmarks Language Arts Listen with understanding and respond to directions and conversations. Use appropriate communication skills when expressing needs, wants and feelings.

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Language Arts 3

Rhyme Time

You will need

Mice Squeak, We Speak, by Tomie dePaola Easel paper Picture cards of familiar objects

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What to do

Read the story and talk about the words that describe what sounds the animals make. Ask the children to identify the words that rhyme by giving them the first word and asking them to tell you which word rhymes with the word you gave. What other words rhyme with that word? Write these words on poster paper (it’s okay if they are nonsense words). Have children make up and dictate rhymes to an adult in the room and/or create a matching game with picture cards of familiar objects that rhyme (cat and hat, box and fox, etc.).

Open-ended questions

What are some of the sounds that animals make? What words in the story describe those sounds? What do you think the animals are trying to say when they make those sounds? What words rhyme with _____?

Variations/Extensions

Read a variety of rhyming poems and verses, then play the following games: Say a word from the verse and ask the children to think of a word that rhymes with it. Say the rhyme omitting a word and have the children supply the missing word. After the children are very familiar with the rhymes, make an error in the verse as you say it and have the children correct it.

Related resources

The Real Mother Goose, by Blanche Fisher Wright

Suggested benchmark Language Arts Begin to develop phonological awareness by participating in rhyming activities. Make some letter-sound matches. Recognize separable and repeating sounds in spoken language.

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Language Arts 4

If You Give a Pig a Pancake…

You will need

If You Give a Pig a Pancake, by Laura Numeroff Chart paper

What to do

Read the story (or reread it, if you’ve already read it during the “Do Pigs Eat Pancakes?” activity) and talk about the sequence of events in the book. On a chalkboard or a large sheet of chart paper, draw or write out the cause and effect

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of each action in the book. Explain that all stories are a sequence of events that begin with a certain action. Talk about the sequence of cause and effect in The Three Little Pigs. What happened, and what happened because of it? Help the children to think of their own short cause-and-effect story – “If we didn’t clean up after snack, we may get ants in the classroom, and if we got ants in the classroom, they may start crawling all over us during circle time, and…”

Open-ended questions

How would the story be different if it were reversed? Would it make sense? How about if The Three Little Pigs were reversed? What do you think would happen if a pig gave you a pancake?

Variations/Extensions

Have each child dictate and illustrate a short cause-and-effect/sequencing story. Reverse the story (or the story of The Three Little Pigs) and see if it makes sense. Bring in a flip book for the children to see. Flip it forwards, then backwards to show them the importance of sequencing.

Related resources

If You Give a Mouse a Cookie and If You Give a Moose a Muffin, by Laura Numeroff

Suggested benchmark Language Arts Predict what will happen next using pictures and content for guides. Dictate stories and experiences.

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Language Arts 5

Name Game

You will need Chart paper Marking pens

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What to do With the children, brainstorm names for the pigs.

You may opt to leave the beginning consonant openended or you may specify a letter (i.e. “p”). List the names on the chart. Ask each child to tell you why s/he selected that name. Talk about the beginning letter and sound of the name. Ask the children to identify a child whose name begins with the same sound (if any). Have the children vote on the names they like best. Create a graph depicting the vote.

Open-ended questions If you were the parents of the Three Little Pigs, what names would you give them? Why? Which pig would get what name? Why? What other words begin with the same letter?

Variations/extensions Play “The ‘ig’ Family” game. Introduce Mr. and Mrs. “ig.” Ask the children to name their children by doing the letter shuffle, selecting letters that would go before “ig” (i.e. “wig”). Make a list of the words the children create on a chart and have them vote for the names of the pigs.

Related Resources There’s a Cow in the Cabbage Patch, by Stella Blackstone and Clare Beaton Suggested benchmarks Language Arts Identify some letters, including those in own name. Make some letter-sound matches. Begin to develop phonological awareness by participating in rhyming games.

Math Represent data using concrete objects, pictures, and graphs.

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Language Arts 6

Blues Three Little Pigs

You will need CD of “Blues Three Little Pigs,” by Greg & Steve Blank big book Drawing paper Crayons Marking pens

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What to do Listen to and sing the song. Have the children retell the story from the song, talking about the sequence of events. Children can draw pictures of the story in the song and dictate their stories to the teacher, who will record them in a big book. Place the big book in the library for the children to “read.”

Open-ended questions What happened first in the story? What happened next? How would you change the ending of the story?

Variations/extensions Play sounds from Fred Koch’s “Stop and Go” CD (instrumental portion). Ask the children to demonstrate how the pigs would move to each of the sounds they hear (i.e. run, skate, walk, etc.).

Related resources The Three Pigs, by David Wiesner Suggested benchmarks Language Arts Predict what will happen next using pictures and content for guides. Retell information from a story Dictate stories and experiences.

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Language Arts 7

This Little Pig Went to Market

You will need Drawing paper Crayons and marking pens Blank class book Magazine or newspaper pictures of items found in a grocery store

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What to do Ask the children to look in the magazine or newspaper to find items they would like to purchase at the grocery store. Have them cut and paste the items on drawing paper. (Teacher should write the names of the items on the paper as the children identify them.) Compile the pages to make a whole class book entitled “To Jewel (Dominick’s or other store name), to Jewel, to Buy a...”

Open-ended questions What is a market? What can you purchase there? What would you buy at the market? Why? Variations/extensions Have each child draw a picture of self and what he/she would buy at the market. Compile the pages to make a whole class book. Make a shopping picture dictionary. Teach tongue twisters like “Peter Piper, Picked a Peck of Pickled Peppers” or “Peter Packer Picked a Pack of Pickled Peppers.”

Related resources Father Fox’s Pennyrhymes, by Clyde Watson and Wendy Watson Suggested benchmarks Language Arts Understand that pictures and symbols have meaning and that print carries a message. Relate prior knowledge to new information.

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Language Arts 8

Word Webs

You will need

Large chart paper with pictures of a hen, a dog, a cat and a duck drawn on separate pages Markers

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What to do

Separate children into four groups: hen, dog, cat, and duck. Ask the children in each group to tell everything they know about their animal and write what they say on chart paper with that picture. When all groups have offered their ideas, ask the children to think of some things they want to know about each animal. Record their responses on a separate chart, then use this information to plan lessons on each animal.

Open-ended questions

How are all of the animals alike? How are they different? How do you find out things you want to know?

Variations/Extensions

Ask the children to name their favorite animal, then graph the responses. After separating children into animal groups, have them make masks of their animal to wear to the idea session. Use each child’s picture as the center of a web: ask the children to name things that they know about the featured child and record their words. Laminate and display the webs in the classroom.

Related resources

Emerging Literacy: Young Children Learn to Read and Write, by Dorothy Strickland and Lesley Mandel Morrow

Suggested benchmarks Language Arts Dictate stories and experiences. Communicate information with others.

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Language Arts 9

My Little Red Hen Book

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You will need

Paper, folded into 8-page book (or see resources in Leaping into Whole Language: Fifty Nifty Ways to Make a Book, by Dottie Ports) Crayons, markers, and pencils The Little Red Hen

What to do

Reread The Little Red Hen, then have children create their own picture books of the story. Invite children to share their books with each other. Place the books in the classroom library for a few days before sending them home.

Open-ended questions

What if the animals had helped the Little Red Hen right away? What if the Little Red Hen couldn’t have baked the bread at all without the animals’ help? How would the story have been different?

Variations/Extensions

Provide magazine pages for children to cut out pictures they would like to use in making their Little Red Hen books. Let them use the pages in whatever way they wish (some children will use the pictures to make collage-type pages, others will just experience cutting, tearing, pasting or gluing). As a group, children give words to teacher, who writes them down, two or three sentences per page. Children illustrate each page, and it becomes a classroom book.

Related resources

Other versions of The Little Red Hen La Gallinita Roja, by Lucinda McQueen La Gallina Paulina, by Fernando Alonzo

Suggested benchmarks Language Arts Understand that pictures and symbols have meaning and that print carries a message. Use scribbles, approximations of letters, or known letters to represent written language.

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Language Arts 10

Hens in the Barnyard

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You will need

Large area where the class can sit in a circle Pictures of farm animals

What to do

Show the pictures of the farm animals and ask the children what sound each one makes. Ask the children to name the farm animals that were in The Little Red Hen. Sing a song about the animals in the story (to the tune of “Skip to My Lou”).

Hens in the barnyard, cluck, cluck, cluck, Hens in the barnyard, cluck. cluck, cluck, Hens in the barnyard, cluck, cluck, cluck, Skip to my Lou, my darling.

Repeat with the following verses: Ducks in the duck pond, quack, quack, quack…

Pigs in the pig sty, oink, oink, oink…

Cats on the back porch, meow, meow, meow…

Open-ended questions

What would happen if a hen said moo or a dog clucked? If the farm animals could talk like humans, what would they say? Do you think animals talk to one another? How? Do animals talk to us? How?

Variations/Extensions

Ask each child to select a farm animal and imitate their movements and sounds, then have a parade of animals around the school. Have children draw a picture of their favorite farm animal and dictate a story.

Related resources

Learning Through Play: Language, by Susan Miller Games, Giggles, and Giant Steps, by Susan Miller

Suggested benchmarks Language Arts Understand that pictures and symbols have meaning and that print carries a message. Recognize separable and repeating sounds in spoken language.

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Language Arts 11

Do You Hear What I Hear?

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You will need Polar Bear, Polar Bear, What Do You Hear? by Bill Martin Jr. Easel paper Markers What to do Read Polar Bear, Polar Bear, What Do You Hear? Talk about the animals and what they heard. Ask children to demonstrate the animal sounds (bellowing, hissing, etc). Ask the children to list the animals in the story and write the children’s responses on easel paper. Use the verbs to describe what each animal heard and identify what animal made that sound.

Open-ended questions What other animals can you think of that make sounds? What sounds do they make? Why do you think the animals make those sounds? What words rhyme with ?

Variation/Extension Record the children’s voices and ask the children to identify whose voice they hear by listening to the tape. Have children make animal masks and act out the story.

Related resources Brown Bear, Brown Bear, What Do You See? by Bill Martin Jr. and Eric Carle.

Suggested benchmarks Language Arts

Listen with understanding and respond to directions and conversations. Retell information from a story. Apply reading strategies to improve understanding and fluency.

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Language Arts 12

What’s the Real Story?

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You will need A version of Goldilocks and the Three Bears Somebody and the Three Blairs by Marilyn Tolhurst Chart paper Drawing Paper Crayons/markers Props for play acting What to do Read the two stories. Discuss how the second book compares to the first and make a list of similarities and differences. Have children act out the stories. Have them draw pictures comparing the stories.

Open-ended questions How were Somebody’s actions different from Goldilocks’ actions What did they do that was the same? How do you think the bears and Blairs felt when they returned and discovered that someone had been in their houses? Where do you think Somebody went when he left the Blairs’ house? Did you like the way this story ended? Why or why not?

Variation/Extension Have the children read and compare other versions of the story. Ask the children to create their own endings to the story. Let adults write the children’s stories as they dictate them, then have the children illustrate their stories.

Related resources Goldilocks Returns! by Lisa Campbell Ernst.

Suggested benchmarks Language Arts

Demonstrate understanding of literal meaning of stories by making comments. Relate prior knowledge to new information.

20

Language Arts 13

Exactly the Opposite

1.A.ECa 1.B 2.A

You will need A version of Goldilocks and the Three Bears Exactly the Opposite by Tana Hoban Chart paper Markers What to do Reread the version you selected of Goldilocks and the Three Bears. Have the children repeat Goldilocks’ words as she tastes the bowls of porridge, sits on the chairs, and lies in the beds. Talk about opposites: Have children fill in the blanks as you say:

Papa’s bowl was too cold, Mama’s bowl was too .

Papa’s chair was too hard, Mama’s chair was too . List opposites on chart paper. Read Exactly the Opposite to the children. Encourage the children to talk about the pictures and identify opposites in the pictures.

Open-ended questions What doe the word opposite mean? What other opposites do you think there are? What story does this picture tell?

Variation/Extension Have children identify other opposites and list on chart paper. Give children pairs of opposites and have them act them out.

Related resources ”The Three Bears,” Bears, Bears, Bears: A Treasury of Stories, Songs, and Poems about Bears by Mary Pope Osborne.

Suggested benchmarks Language Arts

Understand that pictures and symbols have meaning and that print carries a message. Understand how literary elements and techniques are used to convey meaning. Apply reading strategies to improve understanding and fluency.

21

Language Arts 14

“B” Is For Bear, “G” is for Goldilocks

1.B.ECb 1.B.ECc

You will need A version of Goldilocks and the Three Bears Chart paper Crayons/Markers Drawing paper What to do Reread Goldilocks and the Three Bears. Ask the children to tell you other words that begin with the same sound as . (Use words from the story: bears, Goldilocks, porridge, papa, mama, etc.) Write down their responses on chart paper and have children take turns drawing a picture next to each rhyming word.

Open-ended questions What words begin with

?

Variation/Extension Ask children to identify words that begin with the same sounds as his or her first and last names. Have the children imitate animal sound that begin with similar sounds..

Related resources “A Fly and a Flea in a Flue” by Anonymous. “The Tutor” by Carolyn Weils.

Poems above from Random House Book of Poetry for Children selected by Jack Prelutsky.

Suggested benchmarks Language Arts

Begin to develop phonological awareness by participating in rhyming activities. Pay attention to separable and repeating sounds in language.

22

Language Arts 15

I Have a Friend

2.A 3.C

You will need The First Bear by Felicity Hansen Drawing paper Crayons/markers Stuffed teddy bear What to do Read The First Bear. Talk with the children about a special toy or friend that they have. Talk with the children about what the word “adventure” means. Ask the children to tell you what kinds of adventures they think the boy and First Bear planned together. Have the children draw a picture of their favorite friend or toy and their adventures. As the children tell you their stories, write down what they say (dictated story).

Open-ended questions What do you think the word “adventure” means? What kinds of adventures do you think the boy and the First Bear planned together? What kinds of stories do you think the First Bear told the boy? What kinds of adventures do you plan with your friend or favorite toy?

Variation/Extension Have children read their stories to the other children. Have the children tell you where they would tell Great Bear to look for First Bear.

Related resources The Teddy Bear by David McPhail.

Suggested benchmarks Language Arts

Understanding how literary elements and techniques are used to convey meaning. Use drawing and writing skills to convey meaning and information.

23

Reflections - Language Arts Are all the children provided with an opportunity to be verbally expressive?

In my classroom are all children’s voices heard, respected, and shared with the wider community?

Am I beginning to develop phonological awareness by getting the children to participate in rhyming games, letter sound matches, and by paying attention to separable and repeating sounds in language?

Is everyone allowed to express an opinion or elaborate a theory during discussions?

24

Math 1

A Visit to the Hardware Store

You will need

Blocks Twigs Straws Styrofoam pieces Tools (real or play) Fasteners such as screws and bolts Yardstick or tape measure Dress-up clothing such as aprons and safety goggles, hard hats, etc. Play money Books and magazines about building

6.C.ECa 6.D.EC 10.B.EC

What to do

Talk about materials you need to build a home. List these materials on easel paper or a chalkboard. Have the children set up a hardware store in an area of the classroom. Let them decide how much to charge for each item and prepare price tags for the items. The children can then play at working in the hardware store, buying the items on their list to build their houses, and building a block house out of these items.

Open-ended questions

What is a hardware store? What can you buy there? What tools and materials do you think you will need to build a home? How much do you think these materials will cost? How much material do you think you need to build a real house?

Variations/Extensions

Take the children on a field trip to a nearby hardware store or construction site.

Suggested benchmarks Math Explore quantity and number. Make comparisons of quantities. Gather data about themselves and their surroundings.

25

Math 2

How Big is it?

You will need

Paper Pencils Non-standard measurement units (blocks, paperclips, sticks, etc.) Measuring tape Ruler Yardstick Unit blocks Cardboard blocks

6.C.ECb 6.D.EC 7.A.ECa 7.B.EC

What to do

Have children create block structures with different kinds of blocks. Let them decide on which non-standard measurement unit they will use to determine the measurements of their structures. Count the number of non-standard units used to measure each structure. Decide which one is the longest, the shortest, the tallest, the smallest. Using standard measurement tools (ruler, yardstick, measuring tape), show the children how to measure the length and height of the structures they’ve created.

Open-ended questions

How big is your building? How do you know? Which structure is tallest/longest? Which is shortest? How do we know? What are some of the ways we can tell the size of a building?

Variations/Extensions

Have the children measure other things in the classroom and compare them with their structures. Make graphs using the figures from their measurement activities. Measure each other. Have them draw themselves next to a measurement tool, i.e., Katie is 4 unit blocks tall! Tranlate into Spanish or another language.

Related resources

Big Dog…Little Dog, by P.D. Eastman The Biggest House in the World, by Leo Lionni How Big is a Foot?, By Rolf Myller Peter’s Chair, by Ezra Jack Keats

Suggested benchmarks Math Connect numbers to quantities they represent using physical models and representations. Make comparisons of quantities. Demonstrate a beginning understanding of measurement using non-standard units and measurement words. Show understanding of and use comparative words.

26

Math 3

Patterns, Patterns, Everywhere!

8.B.ECa 10.A.ECb

You will need

A variety of cards with different animal word patterns on them Examples: duck, hen, duck, hen... duck, duck, hen, duck duck… Two colors of 1” cubes to represent the two animals

What to do

Explain that patterns are repeating designs and talk about patterns in our daily lives. Have the children locate patterns in their environment (clothes, book arrangements, floor tile, etc.). Show the children the cubes and explain that each color represents one animal (ex. yellow for ducks, red for hens). Tell them that they must match the cubes to the words on the pattern cards. Have the children make new patterns with the cubes, then write the patterns they make in the corresponding animal words on a sheet of chart paper.

Open-ended questions

What is a pattern? Are there any patterns in our classroom? Where? What are they? How is the story of The Little Red Hen a pattern? (She asks each animal friend to help; each replies, “no.”) This might also create an opportunity to talk about sequencing.

(How is a book a pattern?)

Variations/Extensions

Make simple rhythm patterns. Patterns might include clap, clap, stomp; clap, clap, stomp... or whistle, snap, whistle, snap... Have the children repeat the patterns. Make number or color patterns.

Related resources

Song: “You’ll Sing a Song and I’ll Sing a Song,” by Ella Jenkins Dots, Spot, Speckles and Stripes, by Tana Hoban Polar Bear, Polar Bear, What Do You See?, by Bill Martin, Jr.

Suggested benchmarks Math Recognize, duplicate and extend simple patterns, such as sequences of sounds, shapes and colors. Make predictions about what will happen next.

27

Math 4

My Favorite Bread

You will need

Three samples of different types and flavors of bread, cut into small pieces Napkins Paper plates Chart paper Markers

10.B.EC 10.A.ECa 14.C.EC

What to do

Set up a taste-testing center and invite the children to visit in small groups. Give each child in each group a paper plate filled with a piece of each type of bread. Ask the children to taste each piece and name the one that is their favorite. Record their responses on a chart paper graph. Discuss the results of the taste testing with the entire class, using the vocabulary word “vote.” Talk about the number of children in each category.

Which bread got the most votes, and which got the least?

Open-ended questions

What was your favorite bread? Why? What kind of bread do you think the characters in The Little Red Hen would like best? Why? How can we tell which bread got the most votes? How would you feel if the bread that is your favorite didn’t get the most votes? How would you feel if it did?

Variations/Extensions

Graph the children’s responses to other favorites (colors, fruits, pets, etc.). Make it a real voting experience by telling the taste testers that the bread they choose will be served as the day’s snack. After the results are tallied, ask the children whether or not they think voting is a fair way of deciding things. Why or why not?

Related resources

The Young Child and Mathematics, by Juanita V. Copley

Suggested benchmarks Math Gather data about themselves and their surroundings. Represent data using concrete objects, pictures and graphs.

Social Science Participate in voting as a way of making choices.

28

Math 5

We Come in All Sizes

6.C.ECa 6.D.EC 7.A.ECa 10.A.ECa 10.B.EC 31.A.ECa

You will need Chart paper Units of measurement: Teddy bear shapes (these can be teacher-made or die-cut shapes can be purchased from teacher supply stores). The number of bear shapes needed will depend on the size, the shape and height of the tallest children.

What to do Prepare a chart with the heading “How Many Bears Tall Are You?” After reading the story of the three bears, discuss the different sizes of the items in the story. Explain that we, too, come in different sizes. Have children take turns being measured for height. Ask the children to lie down on the floor and use the bear shapes as a unit of measurement. On the chart, record the number of bears needed to represent each child’s height. Share the results with the entire class. What other items can we measure with the bears?

Open-ended questions How many bears do you think it will take to show how tall you are? Are there any children in the class whose heights are the same? Who is tallest? shortest? Who is in the middle? What other items can we measure with the bears?

Variation/Extension If many bear shapes are available, children can glue onto a strip of adding machine tape the number of bears that represent their heights. Gather all the height strips and arrange them in order of the shortest to tallest. Ask the children to select other nonstandard units of measurement to measure their heights.

Related resources More than Counting by Sallly Moomaw and Brenda Hieronymus.

Suggested benchmarks Math

Explore quantity and number. Make comparisons of quantities. Demonstrate a beginning understanding of measurement using nonstandard units and measuring words. Represent data using concrete objects, pictures, and graphs. Gather data about themselves and their surroundings.

Social/Emotional Development

Describe self by using several basic characteristics.

29

Math 6

Measure All Around Us

7.A.ECa 8.A.EC

You will need Unifix blocks Objects in different sizes like little play chairs, beds, bowls Any other objects that are different sizes What to do Have the children measure the different objects using unifix blocks and ask them to compare the sizes and sort them by size.

Open-ended questions What other things around the room can you use to measure something? How can measuring something help us? What kind of things do you like to measure? Why? Variation/Extension Have the children use their feet, hands, blocks, strings or other objects to measure different things around the room. Have the children compare their sizes to one another and see if, based on their size, they can determine who could be Papa Bear, Mama Bear, or Baby Bear.

Related resources The Littlest Dinosaurs by Bernard Most.

Suggested benchmarks Math

Demonstrate a beginning understanding of measurement using nonstandard units and measurement words. Sort and classify objects by a variety of properties.

30

Math 7

Gummy Bear Graph

8.A.EC 10.A.ECa 12.C.EC

You will need Package of gummy bears Large sheet of graph paper for teacher Small graph paper for students What to do Teacher will model sorting and graphing of various colors of gummy bears. Children will repeat the gummy bear sorting and graphing on their own papers. Encourage the children to count how many of each color are in each column, share it with the class, and write it down. Display the children’s graphs, with their names on them, around the classroom.

Open-ended questions What other ways can we sort these bears? What colors appear most frequently? What colors appear least frequently? What is your favorite flavor of gummy bear?

Variation/Extension Have children sort other objects. Graph other objects in the classrooms (girls vs. boys, 5-year-olds vs. 6-year-olds, etc.).

Related resources 5-Minute Math Problems of the Day by Martin Lee & Marcia Miller. 225 Fantastic Facts Math Word Problems by Eric Charlesworth.

Suggested benchmarks

Math Sort and classify objects by a variety of properties. Represent data using concrete objects, pictures, and graphs.

Science

Make comparisons among objects that have been observed.

31

Reflections - Math Do the children have the opportunity in my classroom to explore and experiment with numbers (e.g. blocks, puzzles, etc)?

Do I ask questions during activities that encourage sequencing, counting and one-toone number correspondence?

Are the children being encouraged by me to observe and track their work, through my questions and suggestions? Are we then evaluating what we are doing together?

32

Science 1

Huffing and Puffing

You will need

Natural materials such as leaves, dandelion seeds, wood shavings, twigs, shells, and small rocks Small pieces of paper/confetti Paperclips Straws Popsicle sticks Pinwheel Legos Ping-Pong balls Small wooden blocks Other light objects

11.A.ECa 11.A.ECb

What to do

Have the children imitate the wolf huffing and puffing. Why did the wolf’s huffing and puffing cause the houses of the first two pigs to fall down? What came out of your mouth when you imitated the wolf? What happens when you blow on something?

(You’re moving air.) Allow children to experiment with the objects at left to determine which they can move by blowing on them. Make a graph showing how far each object can be blown, if at all.

Open-ended questions

What are some other ways to move air? What are some of the reasons we would want to move air? Do you think you could really blow a house down with your breath? Why or why not?

Variations/Extensions

Have children make sailboats and experiment with making them move in the water table. Blow up balloons and feel the air as it is released. Play with bubbles in the water table. Create a wind instrument by making a large hole near one end of a cardboard tube. Cover both ends with pieces of waxed paper held in place with rubber bands. Hum into the large hole.

Related resources

“Who Has Seen the Wind?,” by Christina Rosetti. The Random House Book of Poetry, edited by Jack Prelutsky

Suggested benchmarks Science Use senses to explore and observe materials and natural phenomena. Collect, describe and record information.

33

Science 2

Animals on the Farm

You will need

Plastic farm animals and a play farm Photographs of farm animals Foods farm animals eat (seeds, etc.) Pictures of animal homes on the farm Crayons and/or markers Drawing paper Books about farm animals

12.A.ECa 12.B.EC

What to do

Give children time to play with and talk about the farm animals and farm. Show them the photographs of the animals and teach them a few facts about each, such as what they eat and where they live. Ask the children to compare the animals to each other and to themselves (size, color, sounds, etc.). Have the children draw pictures of their favorite farm animals.

Open-ended questions

What do you think _______s eat? How do you think they sleep? How do you think they play? In what ways are pigs like/unlike other farm animals? Pigs don’t sweat. How do you think they stay cool? (rolling in the mud)

Variations/Extensions

Study wolves. How do they really behave? How do they really live? Children should know that wolves don’t really behave the way they do in the book. They are real animals who do not plot to kill pigs, but live in packs and have roles within their pack/family unit. See how mud keeps pigs cool. Place a bucket full of mud in an area of the classroom where making a mess is acceptable. Have the children stick their hands into it, a few at a time. Does it make their hands feel cooler?

Related resources

I Heard Said the Bird, by Polly Berrien Berends Rooster’s Off to See the World, by Eric Carle Inside a Barn in the Country, by Alyssa Capucilli “There Was a Small Pig Who Wept Tears.” Read-Aloud Rhymes for the Very Young, edited by Jack Prelutsky

Suggested benchmarks Science Investigate and categorize living things in the environment. Describe and compare basic needs of living things.

34

Science 3

Seeds to Plants

You will need

Dishpans or water table half-filled with potting soil Variety of quickly sprouting seeds, such as radishes, alfalfa, and corn Fresh potting soil

What to do

At the water table or dishpans, have the children mix seeds with soil. Keep the soil moist while observing over the next few days. When the seeds begin to sprout (within a few days), have the children look for similarities and differences in the emerging sprouts. How are they related to the seeds they planted? Gently pull out some of the emerging sprouts,

11.A.ECb 12.A.ECa 12.B.EC

Scoops, spoons, and small trowels Small flowerpots Paper Extra seeds Crayons

putting each different kind in a small pot.

Help the children observe what happens as the sprouts grow. Have the children create books in which they record their observations. Encourage them to glue an extra seed from each plant in their books, then draw that plant as it grows.

Open-ended questions

The Little Red Hen had to be very patient in waiting for the wheat to grow. How can we be patient in waiting for our plants to grow? What happened to the seeds? Why do plants need water?

Variations/Extensions

Graph the growth of the plants on chart paper.

Related resources

From Seed to Plant, by Gail Gibbons How a Seed Grows, by Helene J. Jordan One Bean, by Anne F. Rockwell The Reason for Flowers, by Ruth Heller

Suggested benchmarks Science Collect, describe and record information. Investigate and categorize living things in the environment. Describe and compare basic needs of living things.

35

Science 4

Growing Grass

12.A.ECb 12.C.EC

You will need:

•Grass seed •Potting soil •Small paper cups •Small spoons •Scissors •Measuring tools (standard or non-standard)

What to do:

•Let the children prepare their containers to plant grass by filling the cup almost to the top with the potting soil.

•Sprinkle the seed on top of the soil and then put a sparse sprinkling of soil over the seed (some seed will show).

•Keep seeds moist, and observe over the next weeks as the grass begins to grow.

•Use scissors to cut the grass and observe that it grows back again.

•Measure how much the grass grows in a week.

Open-ended questions

•Where have you seen grass?

•How have you seen people take care of grass at your home or in a park?

•What do you think this grass seed will need to become grass?

Variations/Extensions

•Have several extra cups of grass. Keep one under a table, well away from direct light. See what happens to the grass. Don’t water one of the extra cups of grass. What happens to the grass seed? Don’t cut one of the cups of grass at all. What happens?

Related resources

The Tiny Seed, by Eric Carle

Suggested benchmarks Science •Show an awareness of changes that occur in themselves and their environment.

•Make comparisons among objects that have been observed.

36

Science 4

Water Changes

7.A.ECa 11.A.ECa

You will need A stove or hot plate A pot with a cover Access to a freezer A place where water can be left to evaporate What to do Measure two cups of water and bring to boil. Place dry cover on pot for two minutes. Remove cover, and have children observe the droplets. Give children time to talk about how the drops got on the lid. Observe what happens when the water continues to boil. Pour ½ cup of water into a dish and leave it in an unused part of the classroom. Check and see what happens over a weekend, or overnight. Place water in freezer and have children observe what happens to the water.

Open-ended questions Can you predict what will happen to the water left in the dish overnight? Think about puddles after a rain— do they remain or disappear? Does anyone know the name for this happening? (Evaporation.) Water is a kind of “liquid.” What other liquids do you know? (Fruit juice, soda, milk, gasoline, rain, etc.) When liquid is frozen, we call it “solid.” Do you know other liquids that can be turned to solids? (Butter, ice cream, popsicles.) If the water were kept on boiling all day, what do you think would be in the pot at the end of the day? Ask what will happen if the pot is put in the freezer.

Variation/Extension Show how phase changes are necessary to make foods we often eat. For example, bring juice to class to make popsicles or jello mix to make jello. Talk about the phase changes with the children. Ask them what other foods they can think of that undergo phase changes.

Related resources Pretend Soup & Other Recipes by Mollie Katzen & Ann Henderson Suggested benchmarks Math

Demonstrate a beginning understanding of measurement using nonstandard units and measuring words.

Science

Use senses to explore and observe materials and natural phenomena.

37

Science 5 11.A.ECa 11.A.ECb

Polar Bear Science You will need Polar Bears by Gail Gibbons 4 stalks of celery with leaves 4 clear cups or glasses

Red and blue food coloring 4 paper towels A measuring cup

A vegetable peeler A ruler Newspapers

What to do After reading the story, explain that a polar bear’s fur is translucent (clear) and that it reflects the sun. Set up the following experiment to demonstrate the phenomenon of “capillary action.” **Capillary action happens when water molecules are more attracted to the surface they travel along than to each other. Explain to the children that each hair of a polar bear’s fur is like a stalk of celery and has the ability to absorb color. Lay the 4 pieces of celery in a row on a cutting board or counter so that the place where the stalks and the leaves meet matches up. Cut all 4 stalks of celery 4 inches below where the stalks and leaves meet. Put the 4 stalks in 4 separate cups of purple water. (Use 10 drops of red and 10 drops of blue food color for each ½ cup of water.) Label 4 paper towels in the following way: “2 hours,” “4 hours,” “6 hours,” and “8 hours.” (You may need to put newspaper under the towels.) Every 2 hours from the time you put the celery into the cups, remove 1 of the stalks and put onto the correct towel. (Notice how long it takes for the leaves to start to change.) Each time you remove a stalk from the water, carefully peel the outside of the celery stalk with a vegetable peeler to see how far up the stalk the purple water has traveled.

Open-ended Questions Could we do a similar color change with flowers and ink? What different colors could a polar bear turn? Why? If you could be any color of the rainbow, what would you be? Why? Variation/Extension Place 3 daffodils in different colors of ink and watch them change color. Graph how long each takes to change color. Investigate different kinds of animal coats. Bring in fabrics of fur, duck feathers (down), and sheep wool. Talk about how different animals have different kinds of skin and fur to keep them warm.

The Related Resources The San Diego Zoo website has a polar bear cam and a panda cam, as well as video clips of different bears in action. This site contains information about the polar bears that turned green at the San Diego Zoo due to algae in the water. http://www.polarbearsalive.org/facts3.php#anchor768453 Polar Bear, Polar Bear, What Do You Hear? by Eric Carle and Bill Martin Jr. Polar Bears by Gail Gibbons Over in the Arctic by Connie and Peter Roop Polar Bear in the Wild by Patricia Kendall Growing Up Wild Bears by Sandra Marble Polar Bear by Caroline Candusic Suggested benchmarks Science

Use senses to explore and observe materials and natural phenomena. Show an awareness of changes that occur in themselves and their environment.

38

Science 6

Teddy Bear Trail Mix

7.A.ECa 11.A.ECa

You will need 1 box cinnamon Teddy Grahams® (or any flavor) 1 box raisins 1 bag dried cranberries 1 bag dried banana chips 1 bag sunflower seed meats 1 package Goldfish® crackers 1 bag mini marshmallows Bowl for ingredients Resealable baggies Permanent marker 1 tablespoon measure ¼ cup measure What to do Have each child write his or her name on baggie with permanent marker. For each baggie, each child should measure:

¼ cup Teddy Grahams®

2 tablespoons of every other ingredient Close and seal the baggie and shake to mix. This recipe makes enough for about 16 baggies.

Open-ended questions People often pack a snack such as trail mix when they go hiking through the woods. Why? What do you think you might see on a hike through the woods? What animals live in the woods? Which of these ingredients do you think bears might also like to eat?

Variation/Extension Prepare trail mix as a snack you can take along to eat on a nature walk. Ask children what ingredients they might substitute for a different trail mix recipe.

Related resources “Bear Cub’s Day,” Bears, Bears, Bears - A Treasury of Stories, Songs and Poems about Bears compiled by Mary Pope Osborne.

Suggested benchmarks Math

Demonstrate a beginning understanding of measurement using nonstandard units and measuring words.

Science

Use senses to explore and observe materials and natural phenomena.

39

Reflections - Science Do I design strategies that encourage a culture of critical thinking?

Do these activities promote a sense of wonder?

Do they generate unexpected transformations or strange effects?

Are children encouraged to take risks?

40

Social Science 1

Animal Families

You will need

Does a Kangaroo Have a Mother Too? Pictures of animal families Crayons and/or markers Paste or glue Scissors

18.B.EC 12.A.ECa 12.B.EC

What to do

Read the book, then talk about the members of animal families. Use vocabulary to describe animal mothers and their babies: horse/foal; pig/piglet; cow/calf; goat/kid; dog/puppy; cat/kitten, etc. Have the children choose an animal and draw or paint a picture of that animal and its family.

Display their creations.

Open-ended questions

Do you think the kangaroo has a mother? Why or why not? Who is in a family in the story of the Three Little Pigs? Does the wolf have a family, too? Who do you think is in the wolf’s family? What is your favorite animal? Why? Who is in his family?

Variations/Extensions

Make a matching game with pictures of animal mothers and babies. Talk about how animals and people take care of their babies, then let children role-play feeding, washing, diapering, etc., with dolls.

Related resources

Mothers are Like That, by Carol Carrick Kiss the Cow, by Phyllis Root Rhymes: “Hush-A-Bye Baby” and “Bye Baby Bunting” Song: “I Have a Big Family” (to the tune of “I’m a Little Teapot”) from Preschool Connections, by Sarah Felstiner and Annalisa Suid

Suggested benchmark Social Science Understand that each of us belongs to a family and recognize that families vary.

Science Investigate and categorize living things in the environment. Describe and compare basic needs of living things.

41

Social Science 2

Working Together

15.A.EC 3.C.EC

You will need

The Little Red Hen Paper Crayons and/or markers Photographs or drawings of the children Index cards labeled with various classroom jobs

What to do

Reread the story and talk with the children about how the Little Red Hen might have felt when the other animals refused to help her. Talk about the importance of teamwork, asking the children how the class can work together to finish classroom jobs. Record their responses. Create a job chart using photos or drawings of the children and the labeled index cards. Encourage the children to do their jobs on a daily basis, being sure to point out the positive effects of their teamwork.

Open-ended questions What What What What

job do you like best? Why? should we do if someone decides not to do his/her job? kind of jobs do you have at home? Who helps you? kinds of jobs do your parents/caregivers have?

Variations/Extensions

Help the children interview workers in your building. Talk about all the jobs that people in your school have and why these jobs are important.

Related resources

Hearing Everyone’s Voice: Educating Young Children for Peace and Democratic Community, edited by Susan Hopkins

Suggested benchmark Social Sciences Identify community workers and the services they provide.

Language Arts Use drawing and writing skills to convey meaning and information.

42

Social Science 3

The Little Red Hen’s Bakery Shop

15.A.EC 15.D.EC 1.A.ECc 6.C.ECa 26.A.ECb

You will need

Props to create a bakery, such as cash registers, play money, pans and other cookware, signs and price tags, aprons and chef’s hats, recipe cards, etc.

What to do

Ask the children what they would need to make a bakery in the classroom (see suggestions above). Let them help arrange the props in a corner of the classroom. Talk with the children about what happens in a bakery, then let them enjoy free play in the area.

Open-ended questions

What do you need to do so that everyone finds out about your bakery shop? What will you make in your bakery? How much will each item cost? What are the jobs people do in a bakery (baker, icer, packager, cashier, dishwasher, etc.)?

Variations/Extensions

Invite a baker to talk to your class, or plan a trip to a local bakery shop. Have a “bake sale” in the children’s bakery shop area.

Related resources

Fingerplay: “Five Little Muffins” (see Additional Resources cards) Count on Math: Activities for Small Hands and Lively Minds, by Phyllis Schiller and Lynne Peterson Learning to Read and Write, by Susan B. Neuman, Carol Copple, Sue Bredekamp

Suggested benchmarks Social Sciences Identify community workers and the services they provide. Begin to understand the use of trade to obtain goods and services.

Language Arts Identify labels and signs in the environment.

Math Explore quantity and number.

Creative Arts Drama: Participate in drama activities.

43

Social Science 4

Bears on the Map

17.A.ECa 17.A.ECb

You will need A world map Push pins Small pictures of each of the different types of bears What to do Explain that different bears come from different countries in the world to supplement the diversity activity “Different Houses for Different Bears.” Use a globe or giant world map to identify different countries and regions where different types of bears live. Place push pins in those areas on the map or globe. Attach a small picture of each bear in the region or country of their origin.

Open-ended questions Why do you think different bears live in different countries? In what country do you think Goldilocks and the Three Bears lived? Why? From what part of the world do your parents come? Have you ever visited any of these regions?

Variation/Extension Pin each child’s name in the part of the world from which their parents or ancestors came. Ask them what bear is nearest to that region. Slowly introduce other animals’ habitats onto the giant world map (e.g. birds, fish, etc.).

Related resources National Geographic’s Map Machine will allow you to locate where different bears live. http://www.nationalgeographic.com/resources/ngo/maps/ Suggested benchmarks Social Science

Locate objects and places in familiar environments. Express beginning geographic thinking.

44

Social Science 5

We are Family

18.B.EC

You will need A version of Goldilocks and the Three Bears Paper Markers What to do After reading the story of Goldilocks and the Three Bears, encourage the children to talk about the members of their families and what they like to do with them. Write down their ideas.

Open-ended questions Do you think the little girl in the story has a family? What do you think happened to her family? What do you think would have happened if the little girl lived with the bears?

Variation/Extension Provide other books on a variety of families. Write down the children’s responses to each book. Have the children draw pictures of the bear family. Have the children draw pictures of their own families and share them with the class.

Related resources Families by Ann Morris.

Suggested benchmarks Social Science

Understand that each of us belongs to a family and recognize that families vary.

45

Reflections - Social Science Is there a culture of respect in my classroom?

Can any of the suggested activities provide opportunities to explore and develop an understanding of the diversity within the classroom?

Do I create occasions where the children are exposed to diverse communities in authentic and meaningful ways?

46

Physical Development and Health 1

What Time is it, Mr. Wolf?

You will need

Large space for gross-motor play

19.A.ECa 19.A.ECb 32.A.ECa

What to do

Select one child to be the wolf. The other children will be the pigs. The pigs follow the wolf across the playground, asking, “What time is it, Mr./Ms. Wolf?” The wolf responds, “One o’clock,” or “five o’clock,” or “eight o’clock,” etc. When the wolf says, “Midnight!” he/she turns around and begins to chase the pigs. The goal for the pigs is to return “home” (home is determined at the beginning of the game) before being caught by the wolf. The child caught by the wolf is the next wolf.

Open-ended questions

How do you think the child who got caught feels? How does the wolf feel? What other ways could you play this game?

Variations/Extensions

Play the game with the children using a movement other than running (skipping, hopping, etc.). Select three children to be the pigs. The others will be the wolves. The goal of the game is to have each of the pigs catch a wolf.

Related resources

“The Chase,” “All About Me,” and “Team Games.” A Year Full of Stories, by Georgie Adams and Selina Young

Suggested benchmarks Physical Development and Health Engage in active play using gross-motor skills. Engage in active play using fine-motor skills.

Social/Emotional Development Begin to understand and follow rules.

47

Physical Development and Health 2

Cerdo, Cerdo, Lobo!

You will need

Large space for gross-motor play

21.A.EC 21.B.EC

What to do

This game is played exactly like the classic “Duck, Duck, Goose,” only using the Spanish words for pig (cerdo) and wolf (lobo).

Open-ended questions

How did you feel if you got caught by the wolf? How did you feel if you got away? What other ways, besides running, could the wolf chase the pig?

Variations/Extensions

Use another language besides Spanish. Play a version of “Cat and Mouse”: Children form a circle, holding hands. One child in the center is the pig and one child outside is the wolf. The goal of the game is for the wolf to catch the pig, but the children in the circle try to help the pig escape without being caught. If the pig is caught, he/she becomes the wolf.

Related resources

A Pig is Big, by Douglas Florian

Suggested benchmark Physical Development and Health Demonstrate ability to cooperate with others during group physical activities. Follow rules and procedures when participating in group physical activities.

48

Physical Development and Health 3

Not I!

19.A.ECa 19.A.ECb 19.C.EC

You will need

Large area for gross-motor play

What to do

Have the children sit in a large circle. Select one child to be the Little Red Hen. The hen needs to move away with an adult until she/he is called. Explain to the seated children that they should each reply, “Not I,” when the hen touches them on the head and asks, “Will you help me?” Select one child to say, “I will.” Remind the children not to tell the hen who her helper is. Have the children call for the hen by saying, “Miss Hen, Miss Hen, come on in!” The hen walks around the circle asking, “Will you help me?” When the child who has been selected to say, “I will,” is chosen, she/he jumps up and chases the hen around the circle. The hen needs to return to the open seat before she/he is caught, and the chosen child is now the hen.

Open-ended questions

How does it feel if you are not chosen? How does it feel when you don’t catch the “I will” person? How can we play this game without running?

Variations/Extensions

Play “Henny, Henny, Where is Your Bread?” (Just like “Doggy, Doggy, Where is Your Bone?”) Play the game having the children walk, skip, or hop instead of run.

Related resources

Start Smart! Building Brain Power in the Early Years, by Pam Schiller 300 Three-Minute Games, by Jackie Silberg

Suggested benchmarks Physical Development and Health Engage in active play using gross-motor skills. Engage in active play using fine-motor skills. Follow simple safety rules while participating in activities.

49

Physical Development and Health 4

Barnyard Dance

You will need

Large area for gross-motor activity Various instrumental music recordings Tape or record player

19.A.ECa 19.A.ECb 19.B.EC 25.A.ECa 26.A.ECa

What to do

Ask the children to demonstrate how the animals in The Little Red Hen might move to music. Play one type of music and ask the children to dance like one of the characters. When the music stops, they must freeze. Repeat the activity using different types of music.

Open-ended questions

If you could invent a new dance, what would it be called? Can you show us how to do your dance? What would it be like if we danced all of the time? How would we rest, eat, take a bath, drive a car, etc.?

Variations/Extensions

Invite dancers and musicians, amateur or professional, to perform for the children. Listen to “Peter and the Wolf” and talk about how the different music and instruments represent different characters. Then, talk about what type of music might represent each character in The Little Red Hen. Use multicultural instruments such as maracas, rain sticks, African drums, etc.

Related resources

Color Dance, by Ann Jones Dance Tanya, by Patricia Gauch Dancers in the Garden, by Joanne Ryder Movement Plus Rhymes, Songs, & Singing Games, by Phyllis Weikart Barn Dance!, by John Archambault and Bill Martin, Jr. Recording of “Peter and the Wolf”

Suggested benchmarks Physical Development and Health Engage in active play using gross-motor skills. Engage in active play using fine-motor skills. Coordinate movements to perform complex tasks.

Creative Arts Dance: Investigate the elements of dance. Dance: Participate in dance activities.

50

Physical Development and Health 5

Three Bears Movement and Sound

1.A.ECa 4.B.EC 19.B.EC 21.B.EC

You will need A version of Goldilocks and the Three Bears List of movement and sound words from the story written on chalkboard or a large sheet of butcher paper Index cards with one word written on each What to do Generate, with the children, a list of movement words from the story and put them on chart paper. Ask the children if they know what the words mean. Ask the children when and why children may use these words. Play charades with the words during circle time. Have one child leave the circle with you. Show them the word and whisper it to the child. Have that child act out the word for the students and ask the rest of the children to guess what the word is and in what part of the story the word pertains. Then ask, “What do you think means?”

Open-ended questions Why might some children move in different ways than others? Can you think of different ways that people can move? What are some different ways that you can move?

Variation/Extension Play “Jack Be Nimble, Jack Be Quick” and have children leap over a candle-stick. Ask children to tell you what animals walk, run, sit, stomp, jump, etc. Play: If I were... (a rabbit, I would hop all around; a cat, I would leap all around, etc.). Chart which words describe movement and which words describe sounds.

Related resources Song: “This is the Story About Sammy,” Hap Palmer Records Suggested benchmarks Language Arts

Understand that print carries a message. Use language to communicate needs, ideas, and thoughts and to respond to questions. Follow simple safety rules while participating in activities.

Physical Development and Health

Coordinate movements to perform complex tasks. Demonstrate ability to cooperate with others during group physical activities.

51

Physical Development and Health 7

Roll the Dice

19.A.ECa 19.A.ECb 26.A.ECb

You will need A square box (like an empty Pop Tart® box) Construction paper Tape or glue Crayons/markers What to do Tape the box closed. Cover the box with construction paper as if wrapping a present. On each face of the dice, write the following phrases: Climb a tree, gather honey, cook porridge, pick flowers, sleep in a bed, rock in a chair. Draw pictures or use magazine cut-outs to go with each action. Have children roll the new die and make the Goldilocks and the Three Bears movements:  “Climb a tree.” Encourage children to stretch out and use exaggerated climbing motions in this activity.  “Gather honey.” Encourage children to reach up to a high, hard-to-reach beehive that they have to stretch to get to.  “Cook porridge.” Demonstrate this movement using exaggerated stirring and pouring motions.  “Pick flowers.” Encourage children to stand up after every flower they reach down to pick.  “Sleep in a bed.” Ask children to lay on their backs and stretch out and then curl up in a tiny ball. Ask them which position they prefer.  “Rock in a chair.” Ask children to act like they are sitting in an imaginary chair (squat position) and maintain their balance while swaying left to right or front to back. This can also be done sitting cross-legged on the floor.

Open-ended questions Do you think that Goldilocks was tired after all this movement? Why? Why would you climb a tree, gather honey, etc.?

Variation/Extension Make a second die and ask children to make a story out of the actions, then act it out. Vary the speed of acting out the movements. Ask the children to come up with other movements for a new die.

Related resources ”The Bear Went Over the Mountain,” The Library of Children’s Song Classics compiled by Amy Appleby and Peter Pickow Suggested benchmarks Physical Development and Health

Engage in active play using gross motor skills. Engage in active play using fine motor skills.

Fine Arts Drama: Participate in drama activities.

52

Physical Development and Health 8

Walk in the Woods

19.A.ECa 19.A.ECb 19.C.EC 20.A.EC

You will need Space for stretching and taking a pretend walk What to do Before the bears went walking, they needed to stretch. Lead the class in some stretching exercises. You may add some bear noises as you touch your furry bear toes, stand up tall as a bear, try to touch the sky, and give yourself a bear hug. Have the children make up their own bear stretches. Talk about where the bears might have gone on their walk, and what they might have seen and done. Lead the class in pantomiming a bear walking through the woods, playing follow the leader over pretend rocks, through rivers, up a tree, and running from honey bees. Walk like a bear using both hands and feet. Take the class back to the bear house and take a big bear nap.

Open-ended questions What else could the bears do to stay fit and healthy? What kinds of things can people do to be active and healthy?

Variation/Extension Talk about safety when taking a walk. Practice using a crosswalk (even an imaginary one in your classroom) making sure to look both ways and hold hands as you cross. Discuss safety in terms of not talking to strangers. Take trail mix with you on a walk outdoors (see Cooking 1).

Related resources University of Illinois Extension has a fitness resource for schoolteachers. http://web.aces.uiuc.edu/wellnessways/ Jungle walk has video of bears walking and stretching, as well as other animal video, sounds pictures and information. www.junglewalk.com We’re Going on a Bear Hunt by Michael Rosen Suggested benchmarks

Physical Development and Health

Engage in active play using gross motor skills. Engage in active play using fine motor skills. Follow simply safety rules while participating in activities. Participate in developmental activities related to physical fitness.

53

Reflections - Physical Development and Health Does my daily program include both passive and active learning experiences for the children?

Does my choice of activity provide opportunities for the different levels of ability within my classroom?

During gross-motor activities do I assist the children with the development of an understanding of their bodies in relation to space?

54

Fine Arts 1

This is the House that I Built

You will need

Natural materials such as dried grass,twigs, straw or raffia, and wood scraps Drinking straws Popsicle sticks Styrofoam blocks and pieces Cardboard Paste or glue Scissors Crayons, markers, and/or paint Set of blueprints Milk cartons for house structure

25.A.ECd 15.A.EC

What to do

Talk with the children about the houses that the pigs built. Discuss how their own homes are built and what materials are needed to build a house. Show the children a set of blueprints. Ask them to make a blueprint of the home they plan to create. Make the materials available to the children so that they can “build” their own homes. Have them dictate a stories about their homes. Display the homes and the stories prominently in the classroom.

Open-ended questions

What do you think was used to build the home you live in? Have you ever seen construction workers build a home? What did you see them doing? What do you think construction workers need to know before they begin building?

Variations/Extensions

Make a blueprint of the classroom. Read “This is the House that Jack Built,” then have each child make up and illustrate their own poem called “This is the House that I Built." Divide the children into small groups and have them do this as a group activity. When structures are complete, each small group tells the large group what was easy/challenging about having to work together to create ONE structure.

Related resources

This Little House, by Virginia Lee Burton A House is a House for Me, by Mary Ann Hoberman Houses and Homes, by Ann Morris “This is the House that Jack Built,” “There Was an Old Woman,” and “Peter, Peter, Pumpkin Eater.” The Real Mother Goose, by Blanche Fisher Wright La Verdadera Historia de Los Tres Cerditos,

by Jon Scleszka

Suggested benchmarks Fine Arts Visual Arts: Investigate the elements of visual arts.

Social Science Identify the community workers and the services they provide.

55

Fine Arts 2

The Three Little Pigs Theater

You will need

Paper bags Paper plates Styrofoam Crayons Paint Scissors Yarn Raffia Glue Construction paper

25.A.ECb 26.B.EC 32.B.ECd

What to do

Talk about the characters in The Three Little Pigs. Using the materials on the left, have the children make masks of the characters. The children can then act out the story of The Three Little Pigs using the masks. Invite another class in to see the children’s presentation. Make popcorn with the children before the presentation and share it with the other class as a snack.

Open-ended questions

Can you describe the three little pigs? What about the wolf? Which character mask would you like to make? Why? What kind of scenery will we need for our play? Which class shall we invite to our play? Why?

Variations/Extensions

Have the children make puppets. Make a puppet theater from a large appliance cardboard box. Make masks of the animals for the stories Barnyard Song or Cock-A-Doodle-Moo.

Related resources

The Three Little Pigs Barnyard Song, by Rhonda Gowler Greene Cock-A-Doodle-Moo, by Bernard Most

Suggested benchmarks Fine Arts Drama: Investigate the elements of drama. Use creative arts as an avenue for self-expression.

Social/Emotional Development Develop relationships with children and adults.

56

Fine Arts 3

Music Makers

You will need

Listen to a tape of “Who’s Afraid of the Big Bad Wolf?” Cans of different sizes Boxes of different sizes Plastic cups Toilet paper tubes Rubber bands Sand/rice/beans Glue and tape Crayons/paint Hole punch Musical instruments brought from home, or a tape and pictures of a few instruments.

25.A.ECc 26.A.ECc 26.B.EC 10.A.ECb

What To Do

Listen to the tape and talk about the different sounds heard in the song. Talk about musical instruments with the children. Play one of the instruments you have brought in (or play a tape of an instrument and show its picture) and have the children try to identify the instrument by the sound it makes. Have the children make their own instruments using the materials on the left. Let them experiment with making sounds with these materials. Present a rhythm band concert for another class or for parents.

Open-ended questions

What musical instruments have you heard? Have you ever played one? What are musical instruments for? Can we have music without instruments?

Variations/Extensions

Read Music, Music for Everyone. If possible, bring in the instruments in the book and play them for the children or play a tape of these instruments. Listen to a tape of “Peter and the Wolf” and talk about the different sounds and music played for each character.

Related resources

Music, Music for Everyone, by Vera B. Williams Tape of “Peter and the Wolf”

Suggested benchmarks Fine Arts Music: Investigate the elements of music. Participate in music activities. Use creative arts as an avenue for self-expression Math Make predictions about what will happen next.

57

Fine Arts 4

The Little Red Hen’s Song

25.A.ECc 26.A.ECc

You will need

Laminated pictures of the actions described in the chant (see on the right below) Printed copies of the song for the children to take home

What to do

Show the children each of the action pictures and ask them to describe what they see. Tell the children that you are going to sing the Little Red Hen’s song and that they will need to “read” the pictures in order to help them know what to sing. Sing the song with the children holding up one picture at a time, encouraging the children to act out the pictures as they sing:

This is the way I plant the seed, Plant the seed, Plant the seed, This is the way I plant the seed, Early in the morning.

Repeat using the following verses: ...cut the wheat ...go to the mill ...make the dough ...bake the bread ...eat the bread

Open-ended questions

How long do you think it would take for the Little Red Hen to complete all of her jobs? Why? What were the other animals doing when the Little Red Hen was working so hard? What jobs in our classroon could we sing about?

Variations/Extensions

Sing the song using rhythm sticks or other instruments. Adapt the song to jobs in your own classroom.

Related resources

Music, Music for Everyone, by V. Williams Tape of “Play Your Instruments and Make a Pretty Sound,” by Ella Jenkins Tape of “Sweet Honey on the Rock”  “I Had a Rooster.” Peanut Butter, Tarzan, and Roosters, by Miss Jackie

Suggested benchmarks Fine Arts Music: Investigate the elements of music. Music: Participate in music activities.

58

Fine Arts 5

Set Designer

25.A.ECd 25.B.EC

You will need

Variety of papers (tissue, construction,cellophane, etc.) Toothpicks or straws from old brooms Empty paper towel holders (use to make tree trunks) Scissors Paste or glue Crayons, paints, and/or markers

What to do

Reread The Little Red Hen. Put out materials and ask children to create the barn and barnyard, the flowery hill, the fields of golden wheat, and the mill. Let them choose which materials are most appealing to create the scenery.

Open-ended questions

Which parts of the scenery will help the audience know what is happening?

Variations/ Extensions

Using a large sheet of butcher-block paper, have children draw the scenery for the story. Have children work together sharing materials, looking and discussing each other’s contribution to the scenery mural.

Related resources

Barnyard Song, by Rhonda Gowler Greene Cock-A-Doodle-Moo, by Bernard Most

Suggested benchmark Fine Arts Describe or respond to their own creative work or the creative work of others. Visual Arts: Investigate the elements of visual arts.

59

Fine Arts 7

Bear Masks

3.C.EC 25.B.EC 25.A.ECb 25.A.ECd

You will need Books and magazines with pictures of different kinds of bears Construction paper Yarn Paper punch What to do Introduce different types of bears (polar, panda, black, brown, spectacled, etc.) to your students using the book and magazine photographs and/or pictures. Post large pictures of different kinds of bears in front of the room. Talk about features that all bears have in common (e.g. two eyes, a snout, fur, etc.) Have children draw their own bear faces. Have them cut out the shape of a bear face to make a mask. Help string yarn through a hole punched in one side, around the back, and through a hole punched in the other side. Encourage the children to wear their masks and act out scenes from Goldilocks and the Three Bears and/or other bear related stories.

Open-ended questions How would these bears act? Where do you think they would live? How might the story be different if different kinds of bears were involved? How do you think they would treat Goldilocks if they ever met her? Can bears be pets? Why? Why not?

Variation/Extension Display the masks on a bulletin board or around the classroom. Make sure to label each mask with the child’s name and the type of bear they chose. Have children make up their own bear stories and act them out using their masks.

Related resources ”Grandpa Bear’s Lullaby,” by Jane Yolen; from The Random House Book of Poetry for Children, selected by Jack Prelutsky Suggested benchmarks Language Arts

Use drawing and writing skills to convey meaning and information.

Fine Arts

Describe or respond to their own creative work or the creative work of others. Drama: Investigate the elements of drama. Visual Arts: Investigate the elements of visual arts.

60

Fine Arts 8

The Three Little Bears’ House

1.A.ECc 8.A.EC 8.B.ECb 26.A.ECb

You will need Three bowls Three spoons Three teddy bears in different sizes (small, medium and large) A construction paper or yarn wig to pretend to be Goldilocks You also need three bear heads made out of construction paper in three different sizes (small, medium and large) What to do Tape the bear’s heads on the back of three chairs and put them around the table in the housekeeping area. Sit the teddy bears in their corresponding chairs and place the corresponding bowls and spoons on the table. Let the children play freely in the area with the props. See if they can act out the story. Talk to the children about the different size bowls, spoons, bears and ask them to put them in order of size.

Open-ended questions What do you think Goldilocks could have done to make the bears feel better about what she did? What else can you add to the housekeeping area to make it look more like the three little bears house? What kinds of activities do you think the bears did at their house?

Variation/Extension Have the children make head bands with bear ears so they can pretend to be the bears.

Add three paper beds and tape or Velcro® them to the floor so they can reenact the whole story. Put the words “big”, “medium”, and “small” on the corresponding chair. Write three cards that say “mama bear,” “papa bear,” and “baby bear” and with a string, put them around each teddy bear’s neck. See if the children recognize the word or can tell what it is by relating it to the story. Have them create their own version of the story while they play.

Related resources ”The Teddy Bears Picnic,” The Library of Children’s Song Classics compiled by Amy Appleby and Peter Pickow Suggested benchmarks Language Arts

Identify labels and signs in the environment.

Math

Sort and classify objects by a variety of properties. Begin to order objects in series or rows.

Fine Arts

Drama: Participate in drama activities.

61

Reflections - Fine Arts Does the activity provide opportunities for individual expression, trials and practice?

Can the children decide how to organize their work?

Is my choice of materials and setup of the environment an invitation for the children to question, explore and experiment?

Do I select a variety of activities that allow the children to experiment using all five senses?

Am I focused on the process or the final product?

62

Social/Emotional Development 1

How Do You Feel When…?

You will need

Snail Started It!, by Katja Reider Props to act out story Animal masks

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What to do

Introduce the book and ask the children to guess what the snail started. Record their guesses. Read the story to the children and check to see if anyone guessed correctly, then talk about how the animals felt when someone said something unkind to them. Have the children rewrite the story using positive things to say to the animals. Write the story on easel paper.

Open-ended questions

How did the animals feel when someone said something unkind to them? How would you feel? What did the animals do when they were hurt by someone else’s words? What would you do? What do you think would have happened if the snail had told the pig something nice?

Variations/Extensions

Act out both the original and rewritten stories. Create a class book, “What Makes Me Afraid?” Have each child dictate what makes him/her afraid and why. Teacher will record what child says about the illustration the child made. Can be shared with parents and reread in class library.

Related resources

Somewhere Today: A Book of Peace, by Shelley Moore Thomas Feelings, by Aliki

Suggested benchmarks Social/Emotional Development Show empathy and caring for others. Respect the rights of self and others.

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Social/Emotional Development 2

Dealing with Feelings

You will need

The Three Little Pigs storybook Writing utensils Chart paper Children’s journals Crayons and/or markers

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What to do

Reread the story of The Three Little Pigs to a small group of children. Talk about how the first two pigs felt when the wolf was blowing their houses down, then talk about how the wolf felt when he was outsmarted by the third pig. How do you think the pigs and the wolf make themselves feel better? Talk about positive and negative ways of handling feelings. List some of these ways on a chart and talk about how to change negative reactions to positive ones.

Open-ended questions

How do you think the pigs felt when the wolf blew their houses down? How do you think the wolf felt when the third little pig outsmarted him? What do you do when you are scared, angry, or sad? What are some other ways to make yourself feel better?

Variations/Extensions

Ask children to draw pictures of how they look when they are scared or angry.

Related Resources

The Hating Book, by Charlotte Zolotow I Was So Mad, by Norma Simon Early Violence Prevention Tools for Teachers of Young Children, by Ronald Slaby, et. al. ”Sometimes,” by Jack Prelutsky, and “Someone’s Face,” by John Ciardi, from Read-Aloud Rhymes for the Very Young, edited by Jack Prelutsky

Suggested benchmarks Social/Emotional Development Use appropriate communication skills when expressing needs, wants and feelings. Show empathy and caring for others.

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Social/Emotional Development 3

Wind-Up Key

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You will need

“Key” made of heavy cardboard covered with aluminum foil Chart paper

What to do

On chart paper, make a list of the characters in The Little Red Hen and the movements they might make. Suggestions include: Hopping Hen, Dancing Dog, Crawling Cat, Dreaming Duck, Creeping Chicks, Waving Wheat, Singing Seeds, and Bouncing Bread. Tell the children that the magic key has the power to wind up their imaginations. When you use the key to wind them up, they can pretend to be something new. “Wind up” each child and ask them to pretend to be one of the characters listed on the chart paper.

Open-ended questions

Tell me what you know about magic. Is magic for real or pretend? If you were the “Key Master,” what would you want us to pretend to be? How would we move?

Variations/Extensions

Adapt this idea to other stories, daily activities or themes. Let the children take turns pretending to be the “Key Master.” Use the key to wind the children down during transitions.

Related resources

The Magic Pretzel, by James Magorian Walter the Baker, by Eric Carle Tony’s Bread, by Tomie DePaola

Suggested benchmarks Social/Emotional Development Engage in cooperative group play. Exhibit eagerness and curiosity as a learner.

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Social/Emotional Development 4

Connecting with Kindness

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You will need

Chart paper Markers Empty paper towel roll

What to do

Decorate an empty paper towel roll to use as a “talking stick” that each child will hold when it’s his or her turn to talk. Talk with the children about how the Little Red Hen felt when the animals refused to help her. Talk about how we can help one another and how kind acts make people feel.

Sing this song with the children: Kindness is something if you give it away, Give it away, Give it away, Kindness is something if you give it away— You end up having more! Repeat the song using other character traits (love, a smile, respect, a laugh, friendship). Ask the children to share something that they did that was kind. Record the children’s responses.

Open-ended questions

How does it feel when someone treats you in an unkind way? How can you let someone know that you are unhappy with what they did to you?

Variations/Extensions

Create a community ritual that reinforces the need to practice kindness. Ask children to make gifts of artwork for residents of the local senior citizens home (deliver it with them, if possible). Talk with the children about how the gift recipients might feel.

Related resources

I’ll Love You Forever, by Robert Munsch Aesop’s Fables Tape of “Teaching Peace,” by Red Grammer “The Fight,” by Helen H. Moore (see Additional Resources cards)

Suggested benchmarks Social/Emotional Development Show empathy and caring for others. Engage in cooperative group play.

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Social/Emotional Development 5

How Does It Feel?

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You will need A version of Goldilocks and the Three Bears Markers Paper Scissors Three stencils of bear face patterns What to do Reread the story of The Three Bears and talk about how each of the three bears might have felt when they discovered things out of place in their house, etc. Write down the children’s responses. Provide pictures that depict different facial expressions. At the same time, talk about feeling words that describe each picture such as “mad, “happy, “sad,” ”surprised” etc.

Let the children practice making each facial expression. Trace and cut out three bear head shapes. Allow children to draw the facial expressions or use the bear stencils to draw in a facial expression showing how each bear might have felt at different times in the story. Write down their descriptions. Leave pictures with various expressions on the table for the children to look at and discuss as they draw.

Open-ended questions How do you think Mama or Papa looked when they noticed that their porridge had been eaten? When someone sat in his or her chair? When someone slept in his or her bed?

How do you think this made them feel? How do you think Baby Bear looked when he saw his broken chair? How do you think that made him feel? How do you think Baby Bear looked when he saw someone sleeping in his bed? How do you think that made him feel? How would you look if someone ate your food or broke something that belonged to you?

How would you feel?

Variation/Extension Try this activity with different stories you have read.

Related resources Feelings by Susan Canizares. On Monday it Rained by Sherryl Kachenmeister, photographs by Tom Berthiaume Suggested benchmarks Language Arts

Respond to simple questions about reading materials. Use language to communicate needs, ideas, and thoughts and respond to questions.

Social Emotional Development

Use appropriate communication skills when expressing needs, wants and feelings. Show empathy and caring for others.

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Social/Emotional Development 6

Acting Out

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You will need Goldilocks Returns by Lisa Campbell Ernst Props to act out story Simple paper plate masks What to do Read the story to the children. Discuss Goldilocks’ experience at the Bears’ house and ask the children what they thought about her behavior. Talk about what you think Goldilocks’ parents said to her when she got home. List the things you think her parents should have her do to make things better with the Bears. Prepare ballots with the suggestions and have the children vote on which ones they think Goldilocks should do. Chart the votes. Act out both the original and the other story.

Open-ended questions When is it acceptable to enter someone else’s house? How did the Bears feel when they first entered their house? How do you know? If Goldilocks had listened to her parents, what would have happened in this story? Is it right to help yourself to someone else’s things? Why? Why not?

Variation/Extension Create pictures of faces that show anger, surprise, fear and other emotions suggested by the story.

Related resources Guess Who’s Coming, Jesse Bear by Nancy White Carlstrom, illustrated by Bruce Degen Do Bears Sleep All Winter? by Melvin & Gilda Berger Goldilocks and the Three Bears retold and illustrated by James Marshall Suggested benchmarks

Social Emotional Development

Use appropriate communication skills when expressing needs, wants and feelings. Show empathy and caring for others.

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Social/Emotional Development 7

Bear Hospitality

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You will need A version of Goldilocks and the Three Bears Plastic forks Paper plates Paper napkins Real or play food to serve What to do Read the story of Goldilocks and the Three Bears. Discuss how the story would have been different if Goldilocks ha been respectful of the Bears’ house. Discuss how we can show respect to others. Split children into two groups: one group will play the hosts and the other group will play the guests. Have the “hosts” invite the “guests” for lunch. Set pretend tables with plastic plates and forks and napkins. Have the children pair up to serve lunch to each other. Practice using polite words such as “please,” “thank you,” and “you’re welcome.” After lunch has been served, seat the children in a circle and have each child take turns saying one kind thing to the child next to them. You may choose to pass a small bear around the circle to encourage turn-taking.

Open-ended questions How does it feel to be treated nicely? How do your parents feel when you treat them nicely?

Variation/Extension Invite children to bring a teddy bear or stuffed animal to school and host a teddy bear picnic. Practice good manners and being respectful to others.

Related resources ”Goldilocks,” by Maureen Davidson Goldilocks and the Three Bears/Bears Should Share by Alvin Gianowski Suggested benchmarks

Social/Emotional Development

Begin to understand and follow rules. Engage in cooperative group play. Begin to share materials and experiences and take turns. Develop relationships with children and adults.

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Reflections - Social/Emotional Development Do I allow the children to construct their own approaches to situations (e.g. conflict resolution)?

Do I use different aspects of body language to invite participation (e.g. gestures, tone of voice and facial expressions)?

Are the children encouraged to collaborate and cooperate while completing an activity?

Do certain activities provide an opportunity for teamwork?

Do the children have opportunities to learn from each other?

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Cooking 1

What’s in the Kettle?

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You will need

What to do

Variations/Extensions

Related resources

Growing Vegetable Soup, by Lois Ehlert Kettle or crock pot Knife 1 large onion 2 carrots 1 medium potato, with skin 9 green beans, ends off 1/6 small head of cabbage 3 medium tomatoes 1 zucchini, stalk of broccoli 1 big handful peas 4 vegetable bouillon cubes 5 cups water 1 bay leaf 1/2 cup snipped parsley 1 teaspoon each dried marjoram, thyme salt and pepper to taste

Create a recipe book by writing down the children’s recipes for soup. Have the children illustrate their recipes. Talk about how the group, like the soup, is better if everyone pitches in. Everyone has something special to offer a group, just like every vegetable adds flavor to the soup.

Make a list of the things that might have been cooking in the pigs’ kettle. Read Growing Vegetable Soup and tell the children you are going to make vegetable soup. Cut all vegetables into bite-sized pieces and place in a bowl. Place onion, carrots, potato, and green beans in kettle. Add salt and pepper. Add bouillon cubes, herbs, and water and bring to a boil. Reduce heat to medium-low and simmer, uncovered, for 10 minutes. Add rest of vegetables. Stir and simmer, uncovered, for 10 minutes longer or until vegetables are tender. Enjoy the soup!

“Turtle Soup,” by Lewis Carroll. The Random House Book of Poetry for Children, edited by Jack Prelutsky

Open-ended questions

What kind of soup does your family make? What would you include if you were making a recipe for soup?

Suggested benchmarks Science Investigate and categorize living things in the environment.

Physical Development and Health Participate in simple practices that promote healthy living and prevent illness.

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Cooking 2

Little Red Hen’s Simple Bread

You will need

2 1/2 cups warm water 2 packages dry yeast 1 tablespoon salt 7 to 7 1/2 cups flour 1/2 cup instant nonfat dry milk 2 tablespoons sugar

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1/3 cup liquid shortening Fruit jam, cheese, or honey Large mixing bowl Mixing spoon Measuring cups and spoons Bread pans

What to do

Measure water and yeast into large mixing bowl. Add dry milk, sugar, salt, liquid shortening, and about half the flour. Blend well. Add remaining flour and knead until smooth. Place dough in two greased bread pans and cover, letting it rise until doubled in size. Bake at 375 degrees for 35 to 45 minutes (adults). Let cool and serve with fruit jam, cheese or honey.

Open-ended questions

What makes the dough change to bread? What changes occur as we add each ingredient? How does the dough feel and smell? Why did the dough get much bigger before we cooked it?

Variations/Extensions

Have the children vote on their favorite bread. Graph the results. Encourage the children to dictate their own bread recipes, including ingredients, measurements, and directions for mixing and cooking.

Related resources

Bread, Bread, Bread, by Ann Morris Pancakes for Breakfast, by Tomie dePaola Bread is for Eating, by David and Phillis Gershator

Suggested benchmarks Science Use senses to explore and observe materials and natural phenomena. Use scientific tools such as thermometers, balance scales and magnifying glasses for investigation.

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Cooking 3

Barnyard Butter

You will need

Empty 1 lb. coffee can, with lid Potato masher or wooden kitchen mallet Hand-held electric mixer

What to do

Before starting the activity ask the children what they think will happen to the whipping cream as you beat it.  Place masher or mallet in clean coffee can and cut a hole in the plastic lid to fit the handle. Fill the churn with the whipping cream, then snap on the lid with the handle sticking through. Let each child take a turn beating the handle up and down with a steady rhythm.

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Sieve 2 cups whipping cream (room-temperature) Salt

In about 25 minutes, curds of butter will float to the top. (If they don’t, beat with the handheld electric mixer until the curds form). Scoop the curds out, saving the leftover buttermilk if desired. Rinse the butter in a sieve under cool water, then refrigerate. In one hour, add salt to taste and shape into balls or sticks. Serve with freshly baked bread or crackers.

Open-ended questions

What happened to the whipping cream as we beat it? Why do you think it takes so long to make butter this way?

Variations/Extensions

Use cookie cutters or molds to create interesting shapes with the butter. Chill shapes. Make flavored butters by blending 1/2 cup butter with: 1/4 cup of strawberry jam, apricot preserves or blueberry jam

Related resources

Let’s Make Butter, by Eleanor Christian and Lyzz Roth-Singer Peanut Butter and Jelly: A Play Rhyme, by Nadine Bernard Westcott

Suggested benchmarks Science Use senses to explore and observe materials and natural phenomena. Use scientific tools such as thermometers, balance scales and magnifying glasses for investigation.

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Cooking 4

Porridge Creations

You will need Pot for cooking Stove or hotplate Large spoon for mixing Measuring spoons Measuring cups Oatmeal Water

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Sugar Raisins Dried cranberries Sliced apples Cinnamon Bowls and spoons Milk

What to do After reading the story of The Three Bears, ask the class if they know what porridge is, and if they eat it or anything like it at home. Allow students to measure out the ingredients for porridge following the recipes on the back of the oatmeal box. Cook the porridge over the stove or hot plate.

Talk about some toppings that you could eat with porridge. Have the class contribute their own ideas for porridge toppings. When the porridge is ready, the children should serve themselves. Have toppings prepared for them to add to their porridge.

Open-ended questions If the porridge is too hot, how might we cool it down? If it is too cold, can you think of different ways to make it warm? When did Mama or Papa Bear make

porridge? Breakfast? Lunch? Dinner? When would you most likely eat porridge? What other names do you know for porridge? How would you describe porridge?

Variations/Extensions Write porridge recipe cards for each child. On the recipe card, let students draw pictures and use creative spelling to write the toppings they would add. Create a recipe book in the shape of a

bowl with pages of varying bowl sizes (small, medium, and large). Have them dictate their own recipes to adults in the classroom.

Related resources ”Please Porridge Hot,” Treasury of Mother Goose Rhymes by Publications International, Ltd. Pretend Soup & Other Real Recipes by Mollie Katzen and Ann Henderson, 1994 The Children’s Step by Step Cook Book by Angela Wilkes Suggested benchmarks Math

Demonstrate a beginning understanding of measurement using nonstandard units and measuring words. Incorporate estimating and measuring activities into play.

Science

Make comparisons among objects that have been observed.

Physical Development and Health

Participate in simple practices that promote healthy living and prevent illnesses.

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Cooking 5 22.A.EC

Cinnamon Toast Bears

You will need Toasted bread Bear-shaped cookie cutter Butter or margarine spread Cinnamon Sugar What to do Use the bear-shaped cookie cutter to cut the toasted bread. Spread butter. Sprinkle cinnamon and sugar to taste. Eat your cinnamon bear!

Open-ended questions What else are cookie cutters for? What other foods do we put cinnamon or sugar on? (porridge, cookies, etc.) When would you eat cinnamon toast bears?

Variation/Extensions Bake bear cookies of different sizes and decorate with raisins, chocolate chips, or other tasty ingredients. Make into a healthier snack by using wheat bread. Serve milk or juice with the cinnamon toast bears for a well-rounded snack.

Related resources Goldilocks and the Three Bears by Jim Aylesworth Goldilocks and the Three Bears by Valeri Gorbachev Suggested benchmarks

Physical Development and Health

Participate in simple practices that promote healthy living and prevent illnesses.

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Reflections - Cooking What does measuring and weighing mean to children of this age?

What might the children and teacher learn?

What previous experiences have they had in measuring, weighing, etc.?

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Diversity 1

The Three Little Pigs Travel the World

You will need

The Three Little Pigs The Three Pigs – Los Tres Cerdos: Nacho, Tito and Miguel, by Bobbi Salinas Parents who speak a language other than English Drawing paper Crayons and/or markers

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What to do

Read both stories, then discuss the similarities and differences between the two. List the children’s observations on chart paper and have them make drawings of the new version, if desired. Talk to the children about the many different nationalities represented in your classroom. See if anyone knows how to say “pig” or “wolf” in a language other than English. Ask parents to read the story, a version of it, or another story about pigs in their native language, pointing out the important words to the children and writing them on chart paper. Review these words with your children every few days until they are familiar with their meanings.

Open-ended questions

How is Los Tres Cerdos different from the version of the story that we heard on the StoryBus? How is it the same?

Variations/Extensions

Have children use masks and props they have made to perform the Salinas’ version of the story. Make sure they use the Spanish words for pig, wolf, house, etc. Invite parents or another class in to watch the performance.

Related resources

Other foreign-language versions of The Three Little Pigs Yo! Hungry Wolf, by Betsy Ill-Lewin

Suggested benchmarks Social Science Understand that each of us belongs to a family and recognize that families vary.

Foreign Language Use and maintain the native language in order to build upon and develop transferable language and literacy skills.

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Diversity 2

My Home, Your Home

You will need

Houses and Homes, by Ann Morris Drawing paper Crayons and/or makers

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What to do

Read the book, asking the children why they think there are so many different kinds of homes in the world. Ask the children to describe their own homes and tell you what they like about them and what they would change if they could. Have children draw their dream homes on drawing paper, including as many details as possible. When all are finished, gather so that each child has a chance to explain his or her drawing to the rest of the class.

Open-ended questions

Why do you think each house in the book is just right for its environment? (A house built on stilts will not flood when a nearby river overflows, etc.) How is your house just right for its neighborhood? What do you think the children that live in these homes like to do? What do you like to do in your home?

Variations/Extensions

Use this activity as an extension of the “This is the House that I Built” art activity. Have the children bring in photographs of their homes. How are they different and how are they the same? Have the children draw their dream bedrooms rather than their dream homes. Have the children bring photographs of homes from other countries, or from places where their family or relatives live.

Related resources

Homes Around the World, by Bobbie Kalman Casas, Casas, Casas, by Anthony Browne

Suggested benchmark Social Science Understand that each of us belongs to a family and recognize that families vary.

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Diversity 3

Wonder Bread and Beyond

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You will need

Bread, Bread, Bread, by Ann Morris

What to do

Read the book, then talk about all the different kinds of bread there are in the world. Ask the children what kind of bread they have at home. Encourage children to bring in their families’ own bread and/or bread recipes from home. Have a sampling to see how each kind of bread tastes. If you have the time, you can make Navajo fry bread or tortillas with the children (see Additional Resources for recipes and directions).

Variations/Extensions

Invite parent volunteers to come to class and bake different kinds of bread with the children. Include different types of pretend bread in the housekeeping area. Have a bilingual staff member or parent teach the children how to say “bread” in another language. Teachers should be prepared to deal sensitively with children’s comments about other cultures and ethnicities.

Open-ended questions

Do you know the names of any other kinds of bread? What color/size/shape are the breads you know? Why do you think there are there so many different kinds of bread? Can you say ‘bread’ in another language?

Related resources

Everybody Bakes Bread, by Norah Dooley Jalapeno Bagels, by Natasha Wing Pan Dulce, by Kathleen Contrera Pan, Pan, Pan, Gran Pan, by Ina Cumpiano

Suggested benchmarks Social Science Understand that each of us belongs to a family and recognize that families vary.

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Diversity 4

Hens of a Different Color

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You will need

The Little Red Hen Nine hens, one each cut out of black, red, brown, yellow, white, purple, green, blue, and pink felt Large red barn cut out of felt or construction paper Felt board

What to do

Affix the barn to the felt board and ask the children who lives there. Then, introduce each of the colored hens, encouraging the children to name the color of each as it is introduced. Explain that these hens are the Little Red Hen’s sisters. Pass the hens out to the children and recite the poem, “Hens of a Different Color” (see Additional Resources). Be sure to repeat the activity so that all of the children get a turn placing a colored hen on the felt board.

Open-ended questions

The hen’s sisters are each a different color, even though they are all hens and they all belong to the same family. How are humans similar? Can you find anything in our classroom that matches the color of one of the hens? What is a family?

Variations/Extensions

Talk with the children about the many beautiful colors of skin represented in your classroom. Use multicultural colored paint to make a handprint banner. Mix multicultural paint colors on the back of your hand until the colors are blended and match your skin tone. Then, using your specific blend, paint a self-portrait. Learn the names of the colors in different languages.

Related resources

The Colors of Us, by Karen Katz Black is Brown is Tan, by Arnold Adoff Somos un Arco Iris: We Are a Rainbow, by Nancy Tabor Todos Somos Iguales, by the Kindergarten Children of Cheltenham Elementary School

Suggested benchmark Social Science Understand that each of us belongs to a family and recognize that families vary.

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Diversity 5

Different Houses for Different Bears

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You will need Information about different bears and their habitats Pictures of different bears and their habitats Construction paper Crayons or markers What to do Talk about bears and their habitats (ice, forest, cave, etc.) using the pictures of different types of bears and their habitats. Discuss the differences between the habitats. Ask the children about different places humans can live. Brainstorm a list and write it on the board. Ask the children to draw pictures of their apartments or homes and color them. Sit in a big circle and ask each child to present his or her picture to share with the class. Display these drawings in the classroom along with pictures of different bear habitats.

Open-ended questions How are bear habitats similar to human habitats? How are they different? Could humans and bears ever share a house? Why? Why not? With whom do you share a house?

Variation/Extensions Discuss the habitats of other animals and compare them to human habitats. Explain that every bear lives in a habitat that best suits his or her needs (compare to humans). Compare bears that live in different parts of the world to people who live in different parts of the world.

Related resources ”The Bear Den­—All About Bears,” http://www.bearden.org Bears in the Forest by Karen Wallace BEARS by Ian Stirling A House is a House by Mary Hoberman Suggested benchmarks Science

Describe and compare basic needs of living things. Make comparisons among objects that have been observed.

Social Science

Recognize similarities and differences in people.

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Diversity 6

Filmstrip on Stereotypes

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You will need Herman and the Bears by Bernice Myers Film soaked in bleach to remove emulsion (teacher’s job) Markers for drawing pictures on film Film strip projector Butcher paper roll Scissors What to do Read Herman and the Bears. Have children draw pictures of the characters on the film. Project their filmstrip on screen or blank wall and have the children recount the story in their own words using their own illustrations.

Open-ended questions Why do the bears think that Herman is one of them? How does Herman get to play with them? Why doesn’t the scoutmaster let Herman stay with what he considers to be fierce animals? Introduce the word “stereotype.” Talk about how people sometimes use one characteristic of a group of people to fit everyone in the group such as being lazy, stingy, dumb, thieves, etc. Is there a stereotype in this story of Herman and the Bears? Fathers are not always the biggest member of the family. Who is the biggest member of your family? Who is the smallest? Not all families have a mother, father, and a baby. What other kinds of families do you know about?

Variation/Extensions Have children draw and color life-size figures of the story characters. Use butcher paper and trace children lying on it - add ears and other parts that could turn them into “bears.”

Hang them in the classroom.

Related resources Loving by Ann Morris People by Peter Spier Somewhere Today: A Book of Peace by Shelly Moore Thomas Who’s a Family? by Robert Skutch Suggested benchmarks Language Arts

Uses drawing and writing skills to convey meaning and information.

Social Sciences

Recognize and appreciate similarities and differences in people. Understand that each of us belongs to a family and recognize that families vary.

Social/Emotional Development

Describe self by using several basic characteristics.

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Diversity 7

Bears Come in All Shapes, Sizes, and Colors

12.A.ECa 12.B.EC

You will need Books or websites on the habitats of various kinds of bears, such as polar bears, panda bears, and brown bears What to do Copy or draw enlarged photos/pictures of the three different types of bears.

Make sure to include elements of their natural habitats in these photos or pictures. Discuss the differences between these bears (habitat, diet, color, fur, size, etc.). Ask children what differences they see. Ask children to draw a picture of their favorite type of bear. Take turns asking them why they chose to draw what they did and what makes that bear special to them.

Open-ended questions How are bears and people similar? How are bears and people different? Why can’t bears and humans live in the same house? (tie into Goldilocks) In what different kinds of homes do humans live? (city vs. country, apartment vs. house, igloos vs. grass huts) How did you feel when you found out that bears come in all shapes, sizes, and colors just like humans do? What other species of animals come in different shapes, sizes, and colors?

Variation/Extensions Incorporate more bears into this activity (spectacled, Asiatic black, sloth, American black bears). Take a trip to the zoo.

Related resources ”The Bear Den—All About Bears,” a brief history of bears and descriptions of each kind. http://www.bearden.org “Species,” a link to detailed descriptions of black, brown, polar, Asiatic black, sloth, spectacled, sun, and giant panda bears. http://www.bears.org/animals/main.shtml Suggested benchmarks Science

Investigate and categorize living things in the environment. Describe and compare basic needs of living things.

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Reflections - Diversity Does my classroom and its activities provide the children with the opportunities to become “different� individuals?

Do I include books, symbols and languages in my classroom that reflect the children’s varying cultures and ethnicities?

Have I developed an awareness of, sensitivity to, and respect for culturally and linguistically diverse children and families through meaningful and authentic activities and interactions?

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Dear Teacher, Creating a partnership with parents is certainly one of the greatest challenges we face as educators, and yet this connection can be the most rewarding for the parents and extremely beneficial to a child’s ongoing development.

Having a family literacy workshop with positive interactions is an excellent way to begin and foster the teacher-parent partnership. Parents involved show increased self-confidence in parenting, more knowledge of child development, and an expanded understanding of the home as an environment for student learning. Additionally they show an increased appreciation for teachers’ skills.

You have the choice of having an individual classroom workshop or a joint workshop with all the participating StoryBus classrooms at your school. However you choose to hold your family literacy workshop, planning can be done as a team to facilitate the sharing of ideas and areas of expertise.

As you begin the process of planning your workshop, we would like to offer you materials that will support and facilitate your preparation. Allow your understanding of the community and knowledge of the parents in your class to guide your selection and use of materials provided in this book. Please feel free to adapt and change them to meet the specific needs of your classroom community.

This packet contains: • Family Literacy Workshop Planning Form • Family Literacy Workshop Evaluation Form • Preparing to Read with Your Child and Reading with Your Child • Parent Home Activities • What’s So Great About Books?

We hope that you enjoy the opportunity to develop collaborative relationships with the parents of the children you teach. Good Luck!

The StoryBus Team

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Family Literacy Workshop Planning Form Logistical Arrangements • What is the date and time for the workshop?

• Where will the workshop be held?

• Will there be refreshments?

Promoting the workshop • How will the parents be invited?

• What will I do to promote the workshop two weeks in advance?

• What will I do to promote the workshop during the week it will be held?

Participants • Are the parents new or returning?

• Who is most likely to come?

• What language(s) do they speak?

Workshop Content • What is the most important idea that I want to share with the parents in this workshop?

• What examples will I show parents about responding to literature?

• What handouts will I use?

• What materials do I need?

• What lending library is available as a resource for the parents?

Evaluating the workshop • Have I made enough copies of the Workshop Evaluation Form for all the parents?

• Have I translated the Workshop Evaluation Form into languages that the parents can understand?

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Family Literacy Workshop Evaluation Form School

________________________________

Teacher(s)

________________________________

Date of workshop

________________________________

Name (optional)

________________________________

What did you learn during the workshop that you will use at home to help your child learn to love to read?

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Preparing to Read with Your Child There are several basic skills a child needs to develop before he/she can learn to read.

Two skills necessary for successful reading are: 1. Knowledge of letter names Before a child can learn to read, he must be able to recognize and name the letters in the alphabet.

2. Knowledge of letter sounds To learn to read, the child must be able to find the separate sounds in words.

Developing a positive attitude toward reading is also important during this early stage. If the child discovers early on that reading can be fun, he will learn to read because he wants to.

Reading with Your Child There are two different processes that occur when reading successfully: 1. Decoding Reading requires that a child match letters to the sounds they represent.

2. Reading Comprehension The child must also understand the meanings of words and ideas when reading.

When the child learns to decode a new word, he/she will also be learning to comprehend what the word means and how it can be used.

The following pages contain home activities that can be used to develop these basic skills. Each activity is designed to prepare your child for reading.

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Home Activities **TIP** Cut out each activity and glue or tape it to a colored index card. Keep all the cards together in a rubber band or hole punch them and put a key ring/ string through it. This format creates a portable, user-friendly tool for you to take wherever you go!

Read! Read! Read!

Labels • Print labels on cardboard or heavy paper and attach them to the object they describe. It is best to start out by labeling objects that are familiar to the child such as a bed, table, chair, TV, door, wall and window. After the labels have been up for a while, take them down and see if he can match them to their objects.

Read to Me • If your child wants to “read the story back to you” encourage him to do so. Though it may seem like he is actually reading, the young child may be relying on his memory and picture clues. Ask your child to retell the story by reading the pictures. Ask him to start on the left side of the page and go from there to the right side just as we do when we actually read.

Matching • Point out some objects that go together, such as a shoe and a sock, bicycle and tire, jacket and cap, or soap and water. Then encourage your child to think of things that go together. Look through a magazine with your child to find things that go together and paste them on a piece of paper. Have your child draw pictures of some of the things you and he have mentioned that go together.

Colors • Play a game with your child. Choose a color such as red, and ask your child to point out everything in the room that is red.

The color game can be played at home, in a store, in the car, or while taking a walk.

Listening for Sounds • Ask your child to close his eyes and see if he can identify some ordinary household sounds. Running water, a telephone or doorbell ring, and household appliances are good sounds to start with. After the child has had some experience playing the sound game introduce some difficult sounds such as a broom sweeping the floor, or food cooking.

• Encourage your child to talk about the pictures and point out details in them. Stop reading occasionally to talk about the story with your child. Make your child feel as if he is participating. Let him help you hold the book or turn the pages.

Storytelling • Tell your child stories that you know or make up new ones. Children also enjoy hearing about real events that happened to you or other relatives and friends. You might want to make simple puppets to tell stories with. An old sock with a painted face will be an effective puppet.

Practice Reading Outside • Signs, labels, and advertisements are very good sources for reading practice. Usually the letters are large and the words are short. Very often they also include picture clues. When you take a walk with your child, drive, or shop, there will be many opportunities to point out signs and labels.

Newspapers and magazines are full of large, easy-to-read advertisements. Your kitchen cupboard and refrigerator contain many items with labels that your child will enjoy reading.

Continued next page...

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Home Activities (Continued) Give a Book • Make books special. Give your child books as gifts. Try to choose books about subjects that interest your child. Most bookstores have a special section for children’s books.

The books are often arranged according to age groups. For young children it helps if the book has a sturdy binding. There should be few words on a page for young readers. Children of all ages, but especially young ones, like books with lively, colorful pictures. The print should be very clear and for beginning readers the print should be large.

Sequence of Events • Help your child learn about sequence of events by following a recipe. Young children can watch you prepare a recipe and help pour or stir. If your child is old enough to safely work in the kitchen, you may want to let him prepare a recipe himself. Once the task is completed ask your child to see if he can recall, in the proper order, the steps he took to prepare the recipe.

Reasoning • After your child has read a story, or you have read one to her, ask her to tell you why she thinks certain events happened as they did. Encourage your child to give you some specific details from the story that helped her understand why the events happened.

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What’s So Great About Books?

Libraries are free sources of great books! Visit with your child often.

Reading...an important part of everyday life.

It is a calming activity. You need to first get comfortable. Sit with your child on your lap, or tucked close under your arm so the pages are in view and you are snuggled up together. Make reading a book or two before bedtime or naptime a wonderful habit; then look for other times during the day to relax and enjoy a story.

Choose books that your child will enjoy.  Begin sharing books that have only a few words on each page.  Look for bright pictures, rhymes, repetition, and a simple story.  Books need to be repeated many times, sometimes at the same sitting, sometimes a few days later. Let your child decide.  Be sure to pick books you’ll like reading over and over again.

Be a playful reader, get silly, or serious.  Let the characters speak out in different voices.  Your child will love turning the pages. By turning pages children learn how books are put together.

 Wait and let your child finish a rhyme.

This is an important way to become aware of the sounds that make up words.

As you read, your child is learning.  Before you begin a book, ask your child to guess what it will be about. Use the pictures on the cover, the title, and the pictures inside for this great thinking exercise.  Be sure to include the name of the book and the author and illustrator. (It is exciting to learn that people create each book, and your child can hear the names that connect with each new title.)  Move your finger under the text to help your child understand you are reading from left to right, from top to bottom.  You can ask questions, leave out or change familiar words and have the children furnish some of the words, but it is often great to just enjoy the story without interruptions.

Books are to be read to the very young child, and to the child already a reader.

Share board books with your six-month-old baby, and read chapters aloud to your preteen. Being read to is not an age issue.

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Resources Rhymes and Songs The Rooster Went Round the Barn (Tune of “Looby Lou”) Chorus The rooster went round the barn, The rooster went round the barn, The rooster went round the barn, Trying to wake up the animals.

Verses He tried to wake up the chicks, But all they did was sleep.

He tried and tried, but all he could utter Was a whispered little peep.

He tried to wake up the pigs, But all they did was z-z-zoink.

He tried and tried, but all he could utter Was a whispered little doink.

He tried to wake up the cows, But they stayed sleeping too.

He tried and tried, but all he could utter Was a tired little doo.

He tried to wake up the ducks, But they slept on, not a quack.

He tried and tried and began to question, If he’d ever get his voice back.

He tried to wake up the farmer, To wake up the cat and the dog.

He tried and tried, but began to wonder, If his voice got lost in the fog.

The rooster asked for help from the cow.

He didn’t know what to do.

Now problem was how to stop the cow From saying cock-a-doodle-moo.

Everyone awoke with a laugh.

Then rooster’s voice came back, too.

Now the pair wakes up the animals, With a cock-a-doodle and a moo.

The Three Little Pigs and the Wolf (Tune of “Row, Row, Row Your Boat”) Once there were three little pigs Whose tiny tails were curled.

It was time for them to say goodbye And go off into the world.

They each decided to build a house One of bricks, one of straw, one of twigs.

Happy we’ll be in our lovely new homes, Thought the three little pigs.

Along came a big bad wolf.

Who shouted, “Let me in.”

The pigs replied, “No! No! No! By the hairs of our chinny chin, chin.”

The wolf huffed and puffed, puffed and huffed.

Blew down the homes of twigs and straw.

He puffed and huffed, huffed and puffed, But the brick house just wouldn’t fall.

The wolf was very an-ger-ry.

He couldn’t topple the house of bricks.

He tried and tried to fool the pigs, But they were wise to his tricks.

The wolf tried to get in the house, By squeezing through a pipe.

The pipe got too hot and the wolf ran away, Loudly shouting, “Yipe!”

The wolf ran so far away, He couldn’t hear the pigs’ laughter.

He never came back and the three little pigs Lived happily ever after.

The Big Bad Wolf (Tune of “So Early in the Morning”) The Big Bad Wolf came to the door, To the door, To the door.

The Big Bad Wolf came to the door and said, “Let me in!”

The Little Pig cried, “No, no, no, No, no, no, No, no, no!”

The Little Pig cried, “No, no, no! Not by the hair of my chinny chin, chin!”

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Resources continued Books for Children Amery, H. (2003) Three Little Pigs dePaola, T. (2004) Tomie’s Three Bears and Other Tales...

Escardo i Bas, M. (2006) The Three Little Pigs/Los Tres Cerditos Galdone, P. (1984) The Three Little Pigs Kliros, T. (2003) The Three Little Pigs* Mantovani, M. (2005) The Three Little Pigs* Marshall, J. (2000) The Three Little Pigs Ruis, M. (2006) The Three Little Pigs/ Los Tres Cerditos Seibert, P. (2001) The Three Little Pigs Zemach, M. (1988) The Three Little Pigs: An Old Story Ziefert, H. (1995) The Three Little Pigs Versions that play with the settings or characters Artrell, M. (2006) Three Little Cajun Pigs Brett, J. (2010) Three Little Dassies Davis, D. (2004) The Pig Who Went Home on Sunday Guarnaccia, S. (2010) Three Little Pigs: An Architectural Tale Grace, W. (2009) Three Little Fish and the Big Bad Shark Ketteman, H. (2009) The Three Little Gators Kimmel, E. (2009) Three Little Tamales Laird, D. (1981) The Three Little Hawaiian Pigs and the Magic Shark* Laverde, A. (2002) Alaska’s Three Pigs Lowell, S. (1992) The Three Little Javelinas Meddaugh, S. (1995) Hog–eye*

Pichon, L. (2010) The Three Horrid Little Pigs Rubin, V. (2007) The Three Swinging Pigs Sciezka, J. (1989) The True Story of the Three Pigs: As Told by A. Wolf Trivizas, E. (1993) The Three Little Wolves and the Big Bad Pig Versions that reference the traditional story Ada, A. (2001) Yours Truly, Goldilocks Ada, A. (1997) Dear Peter Rabbit Fearnley, J. (2001) Mr. Wolf and the Three Bears Ward, N. (2001) A Wolf at the Door Plays with representation: graphics, wording Kellog, S. (1997) The Three Little Pigs Moser, B. (2001) The Three Little Pigs* Vozar, D. (1993) Yo, Hungry Wolf* Walton, R. (1997) Pig, Pigger, Piggest Real portrayals of wolves George, J. (1997) Look to the North: A Wolf Pup Diary Howker, J. (1997) Walk with a Wolf

* Currently out of print, though may be available at your local library

You may find a more current list at www.storybus.org

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Resources continued Books for Teachers Beckman, Carol, Roberta Simmons, and Nancy Thomas. Channels to Children Cherry, Clare. Creative Art for the Developing Child Copley, Juanita V. The Young Child and Mathematics Felsteiner, Sarah and Annalisa Suid.

Preschool Connections Illinois State Board of Education. Illinois Early Learning Standards Jones, Elizabeth and John Nimmo. Emergent Curriculum Kranwinkel, Sonya. Spanish Piggy Back Songs: Easy Songs with Spanish Phrases Massam, Joanne and Anne Kulik. And What Else?

Neuman, Susan B., Carol Copple, and Sue Bredekamp. Learning to Read and Write, Developmentally Appropriate Practices for Young Children Polonsky, Lydia, Dorothy Freedman, Susan Lesher, Kate Morrison. Math for the Very Young: A Handbook of Activities for Parents and Teachers Ports, Dottie. Leaping into Whole Language: Fifty Nifty Ways to Make a Book.

Slaby, Ronald, Wendy C. Rodell, Diana Arezzo, and Kate Hendrix. Early Violence Prevention: Tools for Teachers of Young Children Wilkes, Angela. The Children’s Step-By-Step Cook Book

Records/CDs/Tapes Bernstein Favorite Children’s Classics. “Peter and the Wolf.” Sony Classical SFK 46712, 1991.

Classic Disney Vol. 2: 60 Years of Musical Magic. “Who’s Afraid of the Big Bad Wolf,” 1995.

English Chamber Orchestra. “Heigh Ho Mozart” Palmer, Hap. “Won’t You Be My Friend?”

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Resources Rhymes

Recipes

Hens of a Different Color This little hen is black, She stands in the barnyard by the big hay stack.

This little hen is red, She is very tired and won’t get out of bed.

This little hen is brown, She is feeling sad and wearing a frown.

This little hen is yellow, She’s friends with the rooster; he’s a handsome fellow.

This little hen is white, She dances and plays, oh what a sight.

This little hen is purple, She spends her days running around in circles.

This little hen is green, She is the silliest hen I’ve ever seen.

This little hen is blue, She lays eggs in the farmer’s shoe.

This little hen is pink, She wobbles to the pond to get a drink.

All of these hens live at the farm, They rest in the barn, out of harm.

Navajo Fry Bread (recipe from Disney’s Family Cookbook)

The Fight by Helen H. Moore I have a friend; we had a fight, I cried myself to sleep last night.

And when I see my friend today, I’ll say, “I’m sorry - want to play?”

I hope she’ll say she’s sorry, too.

I’m sure she will - that’s what friends do.

Song Five Little Muffins Five little muffins in the bakery shop, You know, the ones with the honey and the nuts on the top.

Along came a kid with a penny to pay.

She bought that muffin and ran away.

(Repeat the verse using four, three, two, one.

When all of the muffins are gone, sing…)

No little muffins in the bakery shop.

You know the ones with the honey and the nuts on the top.

Along came a kid with a penny to pay. She said, “WHAT! No muffins today?”

1 cup all-purpose flour 1 cup wheat flour 1 cup cornmeal 2 teaspoons baking powder 1 teaspoon salt 1 cup water 1/2 cup milk 1 tablespoon vegetable oil 4 cups peanut or vegetable oil for deep frying In a large mixing bowl, stir the flours, cornmeal, baking powder, and salt. Add the water and milk and stir until a moist dough forms. (If your dough is too soft, add more flour.) On a lightly floured surface, knead the dough into a mound and return to the bowl. Coat with a tablespoon of vegetable oil and cover the bowl with a damp cloth. Let sit for 15-30 minutes. Meanwhile, fill a deep fryer or soup pot with the oil (it should be at least 3” deep). Just before you roll out the dough, turn up the heat on the oil. Pinch off a tangerine-size ball of dough and roll it into a disk on a well-floured surface. It should be about 1/8-inch thick (the thinner the dough, the crispier the fry bread). Place the round into the oil and fry for 2 minutes, watching carefully for the dough to turn a deep, golden brown. Remove the bread with a spatula, drain, gently pat off the excess oil, and cool on a rack covered with paper towels. After the first round, adjust the temperature, thickness of the dough, and frying time and repeat for the rest of the dough. Makes 6-8 large fry breads.

Homemade Tortillas (recipe from Disney’s Family Cookbook) 3-4 cups all-purpose flour 1/3 cup vegetable oil 1 teaspoon salt 1 cup warm water In a medium-size bowl, mix the flour and vegetable oil until it crumbles. Dissolve the salt in the warm water and pour it over the flour mixture, then use your fingers to combine the

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Resources Continued dough. (If your dough is too soft, add more flour.) Knead the dough on an unfloured surface until elastic, about 4 minutes. Place it back in the bowl, cover with a damp cloth, and let it rest for at least 1 hour. Divide it into 12 balls and roll each one into a thin, 8” round (make sure the edges are as thin as the middle). Place one tortilla at a time onto an ungreased skillet over medium-high heat and cook each side for 1-3 minutes. Makes 12.

Books for Children Adoff, Arnold. Black is Brown is Tan Aesop’s Fables Alonzo, Fernando. La Gallina Paulina Bunting, Eve. Smoky Nights Carle, Eric. Walter the Baker and Pancakes, Pancakes Christian, Eleanor and Lyzz Roth-Singer.

Let’s Make Butter Cohen, Miriam. Best Friends Contrera, Kathleen. Pan Dulce.

Cumpiano, Ina. Pan, Pan, Pan, Gran Pan DePaola, Tomie. Tony’s Bread and Pancakes for Breakfast Dooley, Norah. Everybody Cooks Rice and Everybody Bakes Bread Gauch, Patricia. Dance Tanya Gershator, David and Phyllis. Bread is for Eating Gibbons, Gail. From Seed to Plant Greene, Rhonda Gowler. Barnyard Song Heller, Ruth. The Reason for a Flower Hoban, Tana. Dots, Spot, Speckles and Stripes Jones, Ann. Color Dance Jordan, Helene J. How a Seed Grows Katz, Karen. The Colors of Us Kindergarten Children of Cheltenham School. Todos Somos Iguales Krauss, Ruth. The Carrot Seed Magorian, James. The Magic Pretzel Martin, Bill Jr. Polar Bear, Polar Bear, What Do You See? McQueen, Lucinda. La Gallinita Roja Miss Jackie. “I Had a Rooster.” Peanut Butter, Tarzan, and Roosters

Morris, Ann. Bread, Bread, Bread Most, Bernard. Cock-A-Doodle-Moo Munsch, Robert. I’ll Love You Forever Peterson, Jeanne Whitehouse. My Momma Sings Rockwell, Anne F. One Bean Ryder, Joanne. Dancers in the Garden Sturges, Philomene. The Little Red Hen Makes a Pizza Tabor, Nancy., Somos un Arco Iris: We are a Rainbow Thomas, Pat. My Friends and Me: A First Look at Friendship Westcott, Nadine Bernard. Peanut Butter and Jelly: A Play Rhyme Williams, V. Music, Music for Everyone Wing, Natasha. Jalapeno Bagels Zemach, Margaret. The Little Red Hen: An Old Story Zemach, Margaret. It Could Always Be Worse

Books for Teachers Cook, Deanna F. Disney’s Family Cookbook Copley, Juanita V. The Young Child and Mathematics Delacre, Lulu. Arroz Con Leche: Popular Songs and Rhymes from Latin America.

Hopkins, Susan. Hearing Everyone’s Voice: Educating Young Children for Peace and Democratic Community Kenda, Margaret. Cooking Wizardry for Kids Kranwinkel, Sonya. Spanish Piggy Back Songs: Easy Songs with Spanish Phrases Leang, Marta & Patitucci, Tina. Risas, Canciones y Juegos Meñiques: Rhymes, Songs, and Fingerplays – A Collection of Bilingual Songs and Rhymes Mandell, Muriel. Simple Kitchen Experiments: Learning Science with Everyday Foods Miller, Susan. Games, Giggles, and Giant Steps and Learning Through Play: Language Neuman, Susan B., Carol Copple, and Sue Bredekamp. Learning to Read and Write Orozco, Jose Luis. Diez Deditos: Ten Little Fingers and Other Play Rhymes and Songs from Latin America (tape also available)

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Resources Continued Ports, Dottie. Leaping into Whole Language: Fifty Nifty Ways to Make a Book Schiller, Pam. Start Smart! Building Brain Power in the Early Years Schiller, Phyllis, and Lynne Peterson. Count on Math: Activities for Small Hands and Lively Minds Silberg, Jackie. 300 Three-Minute Games Strickland, Dorothy, and Lesley Mandel Morrow. Emerging Literacy: Young Children Learn to Read and Write Weikart, Phyllis. Movement Plus Rhymes, Songs, & Singing Games

Records/Tapes/CDs Grammer, Red. “Teaching Peace” Jenkins, Ella. “You’ll Sing a Song and I’ll Sing a Song” and “Play Your Instruments and Make a Pretty Sound” Tape or record of “Peter and the Wolf” Tape of “Sweet Honey on the Rock”

You may find a more current list at www.storybus.org

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Additional Resources: Goldilocks and the Three Bears Poems and Fingerplays Let’s Be Bears

The Giant Encyclopedia of Circle Time and Group Activities for Children 3 to 6

edited by Kathy Charner Teacher chants the first verse until all children are lying down, pretending to be bears asleep in a cave.

The little bears are sleeping, sleeping, sleeping.

The little bears are sleeping in their caves.

The little bears all open their eyes, open their eyes, open their eyes.

The little bears all sit up and stretch out their arms.

The little bears all stand up, stand up, stand up.

The little bears all stand up and peek out their cave.

The little bears all creep out, creep out, creep out.

The little bears all creep out and look for something to eat.

The little bears all pick up berries, pick up berries, pick up berries.

The little bears all pick up berries and put them in their mouths.

Goldilocks, Goldilocks Walk-on story from Creating Readers

by Pam Schiller Goldilocks, Goldilocks, turn around (turn around) Goldilocks, Goldilocks, touch the ground (touch the ground) Goldilocks, Goldilocks, knock on the door (knock with hand) Goldilocks, Goldilocks, eat some porridge (pretend to eat porridge) Goldilocks, Goldilocks, have a seat (squat) Goldilocks, Goldilocks, go to sleep (put head on folded hands) Goldilocks, Goldilocks, run, run, run (run off paper and back to beginning)

Berries and Fruit

Sing to the tune of “Frere Jacques” Berries and fruit Meat and root Help bears grow Grow, grow, grow.

Eat a little fish, Some honey if you wish, And grow, bears, grow.

Grow, bears, grow.

I Look Like This

By Cathy B. Griffin I look I look I look I look I look I look And I

like this like this like this like this like this like this look like

when I sigh. when I’m sleepy, when I cry. when I’m angry, when sad. when I’m curious, this when I’m glad.

Feelings

By Karen Folk Sometimes on my face you’ll see (point to face) How I feel inside of me (point to chest) A smile means happy, a frown means sad

(smile then frown) And when I grit my teeth, I’m mad When I’m proud, I beam and glow But when I’m shy my head hangs low (bow head)

Bears Eat Honey* Bears eat honey.

Cows eat corn.

What do you eat When you get up in the morn?

Moneys eat bananas.

Cows eat corn.

What do you eat When you get up in the morn?

Baby eats oatmeal.

Cows eat corn.

What do you eat When you get up in the morn?

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Goldilocks and the Three Bears Resources Continued...

A Bears Eats Honey* A bear eats honey He thinks it’s yummy In his tummy But the bees don’t think it’s funny

Pease Porridge Hot* Pease porridge hot (clap) Pease porridge cold (clap) Pease porridge in the pot, Nine days old.

Some like it hot.

Some like it cold.

Some like it in the pot, Nine days old. *Source: The Complete Books of Rhymes, Songs, Poems, Fingerplays, and Chants

by Jackie Silberg and Pam Schiller

The Bear Went Over the Mountain Sing to the tune of “For He’s a Jolly Good Fellow” The bear went over the mountain, The bear went over the mountain, The bear went over the mountain, To see what he could see.

And what do you think he saw?

And what do you think he saw?

The other side of the mountain, The other side of the mountain, The other side of the mountain, Is all that he did see.

So…the bear went down the mountain, The bear went down the mountain, The bear went down the mountain, Very happily!

Iceberg Ditty

As fingerplay or song A polar bear climbed an iceberg, (Extend forearm with elbow bent) A polar bear climbed an iceberg (Slowly creep finger up forearm) A polar bear climbed an iceberg, To see what he could see.

And what do you think he saw?

(Place hand over eyebrows) And what do you think he saw?

He saw more snow and icebergs (Put hands together in a point) Repeat, repeat As far as he could see!

The bear slid down the iceberg (Slide fingers down forearm) Repeat, repeat It was so slippery!

Here is the Beehive Here is the beehive (make a fist) Where are all the bees?

Hidden inside where no one can see.

Soon they’ll come creeping out of their hive… One, two, three, four, five. Buzz-z-z.

(Pop out fingers one by one and buzz them around)

Oh, Mister Bear Oh, Mister Bear! Oh, tell me where, (Hold hand together, pleading) To look for honey trees.

(Lick fingers) If you don’t mind, I’d like to find The ones without the bees!

(Move pinkie around and make buzzing noise)

Furry Bear

by A.A. Milne If I were a bear, And a big bear too, I shouldn’t much care If it froze or snew; I shouldn’t much mind If it snowed or friz— I’d be all fur-lined With a coat like his!

For I’d have fur boots and a brown fur wrap, And brown fur knickers and a big fur cap.

I’d have a fur muffle-ruff to cover my jaws, And brown fur mittens on my big brown paws.

With a big brown furry-down up to my head, I’d sleep all the winter in a big fur bed.

Continued...

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Goldilocks and the Three Bears Resources Continued...

One Fine Day One fine day in the woods I saw…

(Put hand over eyes, look around) A bear in a honey tree, lickin’ his paw.

(Lick near palm of hand) A bee bussed by, and what do you suppose?

(Move right pinky {bee} around in the air) The bee stung the bear on the tip of his nose!

(Land pinky on nose) “Ouch!” said the bear, as he slid down the tree; (Rub nose with hand) “I DO like honey, but I DON’T like the bee!”

(Shake head “no”)

Little Brown Bear

Use a small bear puppet A little brown bear went in search of some honey, Isn’t it funny, a bear wanting honey?

He sniffed at the breeze (sniff air), And he listened for bees (cup hand to ear and listen), And would you believe it?

He even climbed trees! (fingers of one hand climb the opposite arm)

The Bear Here is a cave (make a fist) Inside is a bear (put thumb inside first) Now he comes out To get some fresh air (pop out thumb) He stays out all summer In sunshine and heat He hunts in the forest For berries to eat (move thumb in circle) When snow starts to fall He hurries inside His warm little cave And there he will hide (put thumb back inside fist) Snow covers the cave Like a fluffy white rug Inside the bear sleeps All cozy and snug (cover fist with othe hand)

Three Brown Bears

By Judith McNitt Sing to the tune of “Three Blind Mice” Three brown bears Three brown bears See al their beds See all their chairs The mommy cooked in A big brown pot The daddy’s porridge Was much too hot The baby bear Always cried a lot Three brown bears

Little Brown Bear

Sing to the tune of “Little Brown Jug” In the woods, in your den, Or are you out to hunt again?

Use your teeth, use your claws Eat some honey with your paws.

Ha ha ha, hee hee hee Little brown bear where can you be?

In the woods or in your cave, How does a little bear behave?

On the bed or in a chair, You are just a teddy bear.

Ha ha ha, hee hee hee Little brown bear where can you be?

Time for Sleeping

By Terri Crosbie Now it’s time for sleeping, The bears go in their caves, Keeping warm and cozy, Time for lazy days.

(Creep fingers under opposite hand) When the snow is gone And the sun comes out to play, The bears will wake up from their sleep And then go on their way.

(Creep fingers out from under hand)

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We’re Going on a Bear Hunt

Polar Bear Hike

Creating Readers

by Pam Schiller

Copycat Jan/Feb 1999

We’re going on a bear hunt.

Want to come along? Well, come on then.

Let’s go!

(Stand and walk in place unless another motion is designated).

Look! There’s a river.

Can’t go over it.

Can’t go under it.

Can’t go around it.

We’ll have to go through it.

(Pretend to swim; resume walking).

Look! There’s a tree.

Can’t go under it.

Can’t go through it.

We’ll have to go over it.

(Pretend to climb up and over the tree; resume walking.)

Look! There’s a wheat field.

Can’t go over it.

Can’t go under it.

Can’t go around it.

We’ll have to go through it.

(Make swishing sound and brush hands against each other; resume walking.)

Look! There’s a cave.

Want to go inside?

Ooh, it’s dark in here.

(Look around, squinting.)

I see two eyes.

Wonder what it is.

(Reach hands to touch.)

It’s soft and furry.

It’s big.

It’s a bear!

(Retrace steps running in place through wheat field, over tree, across river and stop).

Home safe! Whew!

Ready to go on a polar bear hike?

First, is everyone dressed warmly?

Zip up your snowsuit.

Put on your boots.

Pull on your hat.

Wrap your scarf around your neck.

Tuck your hands in your mittens.

Now...Let’s go on a polar bear hike! (Rub hands on thighs to make a trudging sound as you hike in place) Oh, look! We’re going through the tundra.

In the summer this would be easy since it is flat and has no trees.

But it’s winter now and covered in very deep snow!

Can’t go around it. Can’t go under it.

Have to hike through it.

All right! Let’s go. (Pump arms. Bring knees up as if trudging through snow.)

Whew! We made it.

Oh, look! I see the Arctic Sea. It’s covered with ice and so cold.

Brrr! (Shiver) Well, can’t go around it. Can’t go under it.

We’ll have to skate over it.

All right. Let’s go. (Do a skating motion.)

Look ahead! I see an iceberg.

Can’t go around it. Can’t go under it.

Have to climb over it.

All right! Let’s go. (Do a climbing motion.)

We’re almost at the top.

Do you see any polar bears? (Raise hand over eyebrows and look all around.)

Wow! We made it to the top of the iceberg.

Can’t walk down. It’s much to steep! I know… let’s slide down.

All right! Let’s go. (Slide along on bottoms.)

Oh look! I think I see something over there.

I see a den in the snow.

Can’t go around it. Can’t go over it.

We’ll have to crawl in.

All right! Let’s go. (Get down on hands and knees and crawl.)

Oh, it’s warmer in here.

You know…I feel something furry.

Oh, no! I think it’s a polar bear.

Continued..

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Shhh! Don’t wake it.

We’re a little too close.

We better get out of here fast! (Crawl out of the den.)

Let’s run! (Running motion.)

Back over the iceberg! (Climbing motion.)

Slide down the other side! (Slide on bottoms.)

Skate over the Arctic Sea! (Skating motion.)

Hike through the tundra! (Lift knees high in place.)

Oh, my! Look!

Do you see what I see?

It’s a mother polar bear and her two Little cubs coming out of their den For the very first time. Ohh!!

Wow! Now that was worth the hike.

Time to go home. (Wave good-bye.)

Versions of The Three Bears

Aylesworth, Jim. Goldilocks and the Three Bears Barton, Byron. The Three Bears Benson Rosales, Melodye. Leola and the Honey Bears Brett, Jan. Goldilocks and the Three Bears Campbell Ernst, Lisa. Goldilocks Returns!

Fearnley, Jan. Mr. Wolf and the Three Bears Galdone, Paul. The Three Bears Gorbachev, Valeri. Goldilocks and the Three Bears Granowsky, Alvin. Goldilocks and the Three Bears/Bears Should Share!

Guarnaccia, Steven. Goldilocks and the Three Bears: A Tale Moderne James, Annabelle and Winter, Janet.

Goldilocks and the Three Bears: Story in a Box Lowell, Susan. Dusty Locks and the Three Bears Marshall, James. Goldilocks and the Three Bears Mata, Marta. Ricitos do Oro y los tres osos (Goldilocks and the Three Bears) Meyers, Cindy and Morgan, Carol. Rolling Along with Goldilocks and the Three Bears Stanley, Diane. Goldie and the Three Bears Stevens, Janet. Goldilocks and the Three Bears

Books for Children

Arnosky, Jim. Every Autumn Comes the Bear Asch, Frank. Moon Bear (book series) Berger, Melvin & Gilda. Do Bears Sleep All Winter? Questions and Answers About Bears Bernard, Robin. Juma and the Honey- Guide: An African Story Bird, E.J. How Do Bears Sleep?

Brett, Jan. Berlioz the Bear Candusic, Caroline. Polar Bear Canizares, Susan. Feelings (Social Studies Emergent Readers) Carlstrom, Nancy White. Guess Who’s Coming, Jesse Bear Carlstrom, Nancy White. Jesse Bear (book series) Catchpool, Michael. Where There’s a Bear, There’s Trouble Cole, Joanna. Magic School Bus: Inside a Bee Hive Cole, Joanna. Magic School Bus Explores the Senses Dabcovich, Lydia. Sleepy Bear De Beers, Hans. Little Polar Bear (book series) De Brunhoff, Laurent. Babar’s Museum of Art Flack, Marjorie. Ask Mr. Bear Fleming, Denise. Time to Sleep Freeman, Don. Corduroy Frost, Helen. Tasting (The Senses) George, Jean Craighead. The Moon of the Bears: Thirteen Moon (book series) Grooms, Molly and Guarnotta, Lucia. We Are Bears Hague, Kathleen. Alphabears: An ABC Book Hague, Michael (Illustrator). Teddy Bear, Teddy Bear Hansen, Felicity. The First Bear Hoberman, Mary. A House is a House Hoffman, Mary. Amazing Grace Holmelund Minarik, Else. Little Bear (series) Jonas, Ann. Two Bear Cubs Jukes, Mavis. You’re a Bear Kachenmeister, Cherryl and Berthiaume, Tom. On Monday It Rained Maitland, Barbara. The Bear Who Didn’t Like Honey

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Marshall, James. The Guest Martin, Jr., Bill and Carl, Eric. Brown Bear, Brown Bear, What Do You See? Martin, Jr., Bill. Polar Bear, Polar Bear, What Do You Hear?

McPhail, David. Lost McPhail, David. The Teddy Bear Milne, A.A. Winnie-the-Pooh Morris, Ann. Families Morris, Ann. Loving Most, Bernard. The Littlest Dinosaur Myers, Bernice. Herman & the Bears (series) Nolan, Jerdine. Thunder Rose Perkins, Al. The Nose Book Peet, Bill. Big Bad Bruce Priceman, Marjorie. How to Make an Apple Pie and See the World Rosen, Michael. We’re Going on a Bear Hunt Spier, Peter. People Stirling, Ian. Bears Stickland, Paul. Bears!

Tafuri, Nancy. Mama’s Little Bears Tolhurst, Marilyn. Somebody and the Three Blairs Waddell, Martin. Snow Bears Waddell, Martin. Little Bear (book series) Wallace, Karen. Bears in the Forest Wallace, Nancy Elizabeth. A Taste of Honey Weiss, Nicki. Where Does the Brown Bear Go? Wells, Rosemary. Read to Your Bunny Wells, Rosemary. The Bear Went Over the Mountain Wilson, Karma. Bear Snores On Wood, Audrey and Don. Little Mouse, the Red Ripe Strawberry, and the Big Hungry Bear Yolen, Jane. “Grandpa Bear’s Lullaby,” from The Random House Book of Poetry for Children, selected by Jack Prelutsky

Books for Children in Spanish

Barion, Jean-Baptiste. Para siempre, Polar Bear (Forever, Polar Bear) Clement, Claude. Felicia esta triste (Felicia Is Sad) Galdone, Paul. Los tres chivitos Gruff (The Three Billy Goats Gruff)

Helft, Claude. Ducles Suenos, Teddy!

(Sweet Dreams, Teddy!)

Mata, Marta. Goldilocks and the Three Bears/Ricitos de Oro y los tres osos Ryan, Pam Munoz. Mice and Beans: Spanish Language Edition Flor Ada, Alma and Campoy, F. Isabel. Pio Peep! Traditional Spanish Nursery Rhymes Soto, Gary. El viejo y su puerta (The Old Man and His Door) Walter, Catherine. Cuando llegara la primera? (When Will the Spring Arrive?)

Young, Ed. Siete ratones ciegos (Seven Blind Mice)

Books & Resources for Teachers

Bland, Julia. The Honey Bee Dance: Six Children’s Lessons and Activity Pages Busch, Phyllis S. The Seven Sleepers: The Story of Hibernation Charlesworth, Eric. 225 Fantastic Facts Math Word Problems Cobb, Jane. I’m a Little Teapot! Presenting Preschool Storytime Cowan, Dorothy. Make Me a Zoo: Creative Projects for PreK-3 Gibbons, Gail. Polar Bears Gliori, Debi. Polar Bolero: A Bedtime Dance Gliori, Debi. Un Sueno Magico (Magical Dream) Goldstein, Bobbye S. Bear in Mind: A Book of Bear Poems Gryphon House, Inc. The Giant Encyclopedia of Theme Activities for Children 2 to 5: Over 600 Favorite Activities Created by Teachers for Teachers. This includes chapters on animals, Art, Cooking, Crafts, Games, Insects, Language, Movement, Music, Numbers, Science, Seasons, Senses, and Weather Gryphon House, Inc. Charner, Kathy (Ed.). The Giant Encyclopedia of Circle and Group Activities for Children 3-6. This includes chapters on Animals, Bears, Cooking, Emotions, Families, Food, Friendship, Habitats, Movement, Multicultural, Music, Numbers, Science, Seasons, and Special Days.

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Goldilocks and the Three Bears Resources Continued...

Hoban, Tana. Exactly the Opposite.

Holden, Alan and Morrison, Phylis. Crystals and Crystal Growing Katzen, Molly and Henderson, Ann. Pretend Soup and Other Real Recipes Kendall, Patricia. Polar Bear in the Wild Lee, Martin and Miller, Marcia. 5 Minute Problems of the Day Lagasse, Emeril. There’s a Chef in My Soup!

Recipes for the Kid in Everyone Lima, Carolyn W. & John A. A to Zoo: Subject Access to Children’s Picture Books MacGregor, Carol. The Fairy Tale Cookbook Marble, Sandra. Polar Bear in the Wild Moomaw, Sally and Hieronymus, Brenda. More Than Counting: More Math Activities for Preschool and Kindergarten Newcome, Zita. Head, Shoulders, Knees and Toes and Other Action Rhymes “The Three Bears,” from Bears, Bears, Bears – A Treasury of Stories, Songs, and Rhymes about Bears “Pease Porridge Hot,” from A Treasury of Mother Goose Rhymes, by Publications International, Ltd. Raines, Shirley C. and Robert J. Canady.

Story S-t-r-e-t-c-h-e-r-s for the Primary Grades: Activities to Expand Children’s Favorite Books. Chapter 15 “Bears in Tall Tales, Funny Tales, Stories and Poems” with art, cooking, music and Movement, games, writing, science and nature, and writing activities for 5 bear. books (Little Polar Bear, Berlioz the Bear, The Narrow Escapes of Davy Crockett, Big Bad Bruce and Bear in Mind: A Book of Bear Poems) Ross, Kathy. Crafts for All Seasons Roop, Peter and Connie. Over in the Arctic Schiller, Pam. Creating Readers Schiller, Pam. Creating Readers: Over 1000 Activities, Tongue Twisters, Fingerplays, Games, Songs, Poems, and Stories Silberg, Jackie and Schiller, Pam. The Complete Book of Rhymes, Songs, Poems, Fingerplays, and Chants: Over 700 Selections

Thomas, Shelly Moore. Somewhere Today: A Book of Peace Warren, Jean. Theme-A-Saurus “The Bear Den- All About Bears,” http:// www.bearden.org “Species,” http://www.bears.org/animals. main.shtml University of Illinois fitness resource for teachers, http://web.aces.uiuc.edu/wellnessways/ San Diego Zoo website: http:// www.polarbearsalive.org/facts3. php#anchor768453 National Geographic hhtp://www.nationalgeographic.com/resources/ngo/maps/

Resources for Parents Codell, Esme Raji. How to Get Your Child to Love Reading: For Ravenous and Reluctant Readers Alike Fox, Mem. Reading Magic: Why Reading Aloud to Our Children Will Change Their Lives Forever National Research Council. Starting Out Right: A Guide to Promoting Children’s Reading Success Trelease, Jim. The Read-Aloud Handbook Wilkes, Angela. The Children’s Step-by-step Cook Book

Music Resources Agresta, Ralph. The Library of Child’s Songs Classics “Skip to My Lou,” and “The Bear Went Over the Mountain” Greg & Steve. Kids in Action “Going on a Bear Hunt” Greg & Steve. Ready…Set…Move! “The Bear Went Over the Mountain” and “Animal Action” Hap Palmer Records. Silly Favorites Pope Osborne, Mary & Schmidt, Karen.

Bears, Bears, Bears- A Treasury of Stories, Songs, and Poems about Bears “Turn Around/Two Little Black Birds” Grammer, Red. Teaching Peace. “Barnyard Boogie”

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Suggestions for Using the StoryBus Sequence Cards 1 Retell the story in your own words,

6 Ask the child to create his/her own story from one of the pictures.

2 Ask the children to retell the story, arranging the cards in order as they tell the story.

7 Ask the children to identify objects in the picture that begin with a specific letter or sound (i.e. find all the objects that begin with “p�).

arranging the cards in sequential order.

3 Mix up the cards and ask the children to put them in sequential order.

4 Ask the children what the characters in the picture are thinking or saying.

5 Hold up one of the cards and ask the children what will happen next.

8 Put Velcro circles or felt on the back of the cards for the children to use on a flannel board.

9 Copy the cards and a simple version of the story in the family’s primary language to send home with each child.

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Acknowledgements Curriculum Authors Deneita Farmer Alice Moss Gloria Needlman Mary Sinker Curriculum Revision Committee Lenora Akhibi Debbie Applebaum Lloyd Barber Barry Elmore Deneita Farmer Cathy Foote Stephanie Lane-Baker Marta Moya Leang, translator Janelle Lim Gloria Needlman Tina Alvarado Patitucci Tobey Scafidi Editor Alice Moss Graphic Design Bob Savlin Cover Design Sam Silvio

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