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    Ring o project final Ring o project final Presentation Transcript

    • RING-O PROJECT BY: Brianna Cooke ED 378 Mr. Sandrick
    • Mr. Brown Can Moo! Can You?
      • Amazon.com Review
      • Oh, the wonderful things Mr. Brown can do! In this "Book of Wonderful Noises," Mr. Brown struts his stuff, as he imitates everything from popping corks to horse feet ("pop pop pop pop" and "klopp klopp klopp," respectively) while inviting everyone to join him in the fun. Young readers who are still learning their sounds and letters will get a wacky workout as they follow along with the very serious-looking, squinty-eyed Mr. Brown. Whether it's eggs frying in a pan or a hippo chewing gum, the skillful Mr. Brown just keeps topping himself, with a "sizzle sizzle" or a "grum grum grum." "Mr. Brown is so smart he can even do this: he can even make a noise like a goldfish kiss!... pip!" As usual, the words and pictures of Dr. Seuss make reading (and making all sorts of funny noises) impossible to resist. Mr. Brown Can Moo! Can You? will stay fresh through many a giggling reading. --Paul Hughes
    • Mr. Brown Can Moo! Can You?
      • Activity : 1. Ask students what does reading a book do? What are things you can learn from a book? Try and remember all the things that were listed
      • 2. Read the story.
      • 3. Make a list of all the animals and things listed in the story. Teacher can flip through pictures to help students remember.
      • 4. Make a circle and say questions like, “Which of these things on our list has hair?” Go through each item separately since they cannot read; point to it when you come to it. Another question could be, “Which of these things is ____ color?”
      • 5. Then ask students if they can see what animals and things are alike and different.
      • Language Arts K.1.3. Understand that printed materials provide information.
      • Science K.4.2. Observe plants and animals, describing how they are alike and how they are different in ways they look and in the things they do.
      • Gardner’s multiple intelligence: Interpersonal- Cooperative learning
    • Ten Apples Up On Top
      • Amazon.com Review
      • Since 1961, Ten Apples up on Top has been helping preschoolers learn to count and read simultaneously. Simple illustrations and even simpler rhymes make this apple-balancing competition between a dog, a tiger, and a lion a fun, easy place to practice sight words and phonics. Siblings can even take turns reading phrases like "Seven apples up on top. I am so good they will not drop." The inevitable tumbling crash is a great climax for busy toddlers to enjoy, and parents will appreciate the cooperative lesson the last page offers. (Preschool to early reader) --Jill Lightner
    • Ten Apples Up On Top
      • Activity: 1. Ask students if they know any words that rhyme with cat? Ask students to pay attentions and try and pick out some of the words that rhyme in this book.
      • 2. read the story and ask students what some of the rhyming words were in the book.
      • 3.Have students try and balance various objects on their head (an apple, book, stuffed animal). Pass the objects around the room so each student can try it. Discuss how it might be hard to balance these objects.
      • 4. Give the students blocks or manipulatives and get them into groups to see how many blocks they can balance without having it fall over.
      • Language Arts K.1.10. Say Rhyming words in response to an oral prompt.
      • Math k.1.6. Count, recognize, represent, name, and order a number of objects up to ten.
      • Gardner’s Multiple Intelligences: Bodily-Kinesthetic – Hands-on experiment
    • The Tiny Seed
      • From Publishers Weekly
      • This picture book admirably conveys the miracle of a seed. Flower pods burst and dispatch their seeds on the wind; the air-borne seeds are subject to myriad disasters; and the ones that make it through the perils of the seasons to become mature flowering plants are still susceptible to being picked, trod upon and otherwise damaged. But nature allows for survivors, and so the tiny seed grows into a giant flower, releasing its seeds and continuing the cycle. As he has demonstrated with The Very Hungry Caterpillar and other books, Carle has an extraordinary kinship with nature. Here we have not just the explanation of the life of a flower, but drama, lessons of life and a lovely spirituality. This is a reissue of the original 1970 edition, with expanded, expansive collage illustrations. The pages, like the seed pods, burst with color. Ages 4-8. Copyright 1987 Reed Business Information, Inc. --This text refers to an alternate Hardcover edition.
    • The Tiny Seed
      • Activity: 1. Introduce the book to the students, show them where the title page is and the front and back cover. Then read the story.
      • 2. Go through the story step by step and discuss what happened to the seed as a class.
      • 3. Then have each student draw a pictures to go with each step that the tiny seed had to go through. Also discuss what caused some of the other seeds not to grow?
      • 4. Then, start growing a plant or plants in the classroom and ask students what step is the growing plant on compared to the book The Tiny Seed.
      • Gardner’s Multiple Intelligence : Verbal- Linguistic- retelling
      • Language Arts K.1.1. Identify the front cover, back cover, and title page of a book.
      • Science K.2.2. Draw pictures and write words to describe objects and experiences.
    • Planting a Rainbow
      • From School Library Journal
      • PreSchool-Grade 1 Planting a Rainbow , a companion to Ehlert's Growing Vegetable Soup (HBJ, 1987), is a dazzling celebration of the colorful variety in a flower garden and the cyclical excitement of gardening. A young child relates in ten simple sentences the yearly cycle and process of planning, planting, and picking flowers in a garden. Mother and child plant bulbs in fall, order seeds from catalogs in winter, eagerly anticipate the first shoots of spring, select seedlings in summer, ``and watch the rainbow grow,'' reveling in the opulence of color. The power of this book lies in the glowing brilliance and bold abstraction of the double-page collages. Ehlert combines simple, stylized shapes of flat, high intensity color into abstract yet readily identifiable images of plants and flowers while clearly and colorfully labeling each plant on an adjacent garden marker. Children will especially delight in the six pages of varying width depicting all the flowers of each color of the rainbow. A celebration of the garden, the power of shape and color, and the harmony of text and image in a picture book. Pamela Miller Ness, The Fenn School, Concord, Mass. Copyright 1988 Reed Business Information, Inc. --This text refers to the Hardcover edition.
    • Planting a Rainbow
      • Activity:
      • 1. Ask students if they have ever planted a flower or gardened before. Read story to students.
      • 2. Have students compare and contrast plants and the different colors.
      • 3. Get seeds of different plants to see if they look different from each other. Have students draw what the seed looks like then find a picture of seed when it is grown and draw it.
      • Language Arts K.2.5. Identify the order of information
      • Math K.6.1. Describe an object by saying how it is similar to or different from another object.
      • Gardner’s Multiple Intelligences: Logical-Mathematical – Classifying
    • Flotsam
      • Amazon.com Review
      • Product Description A bright, science-minded boy goes to the beach equipped to collect and examine flotsam--anything floating that has been washed ashore. Bottles, lost toys, small objects of every description are among his usual finds. But there's no way he could have prepared for one particular discovery: a barnacle-encrusted underwater camera, with its own secrets to share . . . and to keep. In each of his amazing picture books, David Wiesner has revealed the magical possibilities of some ordinary thing or happening--a frog on a lily pad, a trip to the Empire State Building, a well-known nursery tale. This time, a day at the beach is the springboard into a wildly imaginative exploration of the mysteries of the deep, and of the qualities that enable us to witness these wonders and delight in them.
    • Flotsam
      • Activity: 1. Introduce the book by show kids things from the beach such as sand, pail and shovel, pictures of a jellyfish and other fish. Ask them if they know anything that lives in the ocean or is near the ocean?
      • 2. Read/ Show the story to the students. Tell them that even though there are no words there is still a story.
      • 3. Ask students what was the story in the book. Discuss as a class the story.
      • 4.Then have kids draw their own outrageous adventure of what could happen if they went underwater in the sea or a story about creatures under the sea.
      • Math K.4.1. Identify and describe common geometric objects: circle, triangle, square, rectangle, cube.
      • Language Arts K,4,1, Discuss Ideas to include in a story.
      • Gardner’s Multiple Intelligences: Visual-Spatial - sketching
    • The Snowy Day
      • Amazon.com Review
      • The Snowy Day , a 1963 Caldecott Medal winner, is the simple tale of a boy waking up to discover that snow has fallen during the night. Keats's illustrations, using cut-outs, watercolors, and collage, are strikingly beautiful in their understated color and composition. The tranquil story mirrors the calm presence of the paintings, and both exude the silence of a freshly snow-covered landscape. The little boy celebrates the snow-draped city with a day of humble adventures--experimenting with footprints, knocking snow from a tree, creating snow angels, and trying to save a snowball for the next day. Awakening to a winter wonderland is an ageless, ever-magical experience, and one made nearly visceral by Keats's gentle tribute.
      • The book is notable not only for its lovely artwork and tone, but also for its importance as a trailblazer. According to Horn Book magazine, The Snowy Day was "the very first full-color picture book to feature a small black hero"--yet another reason to add this classic to your shelves. It's as unique and special as a snowflake.
    • The Snowy Day
      • Activity: 1. Read the book to the class. Ask students randomly to point out where capitial letters are in the sentence or page.
      • 2. Ask students what was it that Peter did with his feet in the snow? Show what tracks some animals might make in the snow. Have students try and guess the animal.
      • 3. Then have students with paint make their own tracks either with their hands or feet. Ask students were you going slow or fast when making your tracks like Peter in Snow Day did?
      • Science K.3.1. Describe objects in terms of the materials they are made of, such as clay, cloth, paper, etc.
      • Language Arts K.1.6. Recognize and identify all uppercase and lowercase letters in the alphabet?????
      • Gardner’s Multiple Intelligences: Naturalistic- Identifying animals tracks
    • The Twelve Days of Kindergarten
      • From School Library Journal
      • PreSchool-Grade 1-Set to the familiar tune of "The Twelve Days of Christmas," this poem enumerates a child's experiences upon entering kindergarten. The youngster begins, "On the first day of kindergarten, my teacher gave to me the whole alphabet from A to Z!" and proceeds through 5 gold stars and ends with 12 eggs for hatching. The word "kindergarten" is unavoidably awkward and practice may be in order to perfect your delivery if you choose to sing it. The real charm of this book lies in the hilarious illustrations that chronicle the harried teacher's adventures with her new students. On art day, a boy spills a big jar of green paint, one kid picks his nose in every scene, bees get loose from a display on a field trip, and on and on. The style is reminiscent of Babette Cole's work not only in the drawings but also in the sense of humor. This one will pair nicely with Joseph Slate's excellent contributions to this subject including, Miss Bindergarten Gets Ready for Kindergarten (Puffin, 2001). Linda M. Kenton, San Rafael Public Library, CA Copyright 2003 Reed Business Information, Inc.
    • The Twelve Days of Kindergarten
      • Activity: 1. Tell students that you want them to be scientist while listening to this book. Scientists make observations so just observe what these students are doing in their class. Read the story to the students.
      • 2. Ask students what did kids do in this kindergarten class? Re-read it singing it to the tune of the twelve days of Christmas, see if the students recognize it.
      • 3.Give students pre-made books and tell them to draw a pictures of what they do in Kindergarten if someone was to observe the class what would they see. Having them made their own book The Twelve Days of Kindergarten does not need to be done all at once .
      • Language Arts K.7.1. Understand and follow one and two step spoken directions
      • Science K.1.2. Begin to demonstrate that everybody can do science.
      • Gardner’s Multiple Intelligences: Musical - Singing
    • A is for Salad
      • From School Library Journal
      • Kindergarten-Grade 1-Lester presents each letter of the alphabet through a cartoonlike animal that actually begins with that letter, accompanied by totally unrelated text. For example, "A is for salad" has an alligator munching on a bowl of greens, "L is for hair dryer" has a lion blowing out his mane, etc. The back endpapers provide the correct correlation ("A is also for alligator"). Children just learning their letters will not benefit from this type of confusion, and the book provides little substance for older readers whose sense of humor has progressed past the tiger-in-underwear stage. Some of the examples are simply pointless, such as "X and Y are not important letters. Never use them." This spread depicts two garbage men carting the letters off to their truck. Many unique and interesting alphabet books are available such as George Shannon's Tomorrow's Alphabet (Morrow, 1998) or Stephen T. Johnson's Alphabet City (Viking, 1995). Pass on this one. Grace Oliff, Ann Blanche Smith School, Hillsdale, NJ Copyright 2000 Reed Business Information, Inc. --This text refers to the Hardcover edition.
    • A is for Salad
      • Activity: 1. Tell students that something is off with this book and ask them if they can figure it out as they listen to the story.
      • 2. Ask students if they figured out what was wrong with the alphabet. Re-read the story and try and figure out what the picture of each letter is trying to represent.
      • 3. Then have students create their own page by choosing the first letter of their own name to do a page with that letter.
      • 4. Then have students present their pages in alphabetical order and see if students can guess what their picture is representing.
      • Language Arts K.5.1. Draw pictures and write words for a specific reason.
      • Math K.6.1. choose approach, materials and strategies to use in solving problems
      • Gardner’s Multiple Intelligences: Intrapersonal- Independent Project
    • Seven Blind Mice
      • From School Library Journal
      • Kindergarten-Grade 3-- A real winner, on many levels. The first impression is visual delight. Brilliant colors and varied textures of paper collage are placed in striking contrast against velvety black pages. Bold white lettering imposed on the dark background tells of seven blind mice, seen in seven bright colors. Over the course of a week each investigates, in turn, the strange ``Something'' it encounters. To one it is a pillar, to another a snake, to another a cliff. Finally, on the seventh day, the white mouse, running across the thing and remembering what the others found, concludes that it is an elephant. The tale ends with the moral that wisdom comes from seeing ``the whole.'' Adapting the old fable of the blind men and the elephant by weaving in the days of the week, the mice, and the beautiful shapes of the things they see, Young gives children a clever story, wise words, and a truly exciting visual experience. - Shirley Wilton, Ocean County College, Toms River, NJ Copyright 1992 Reed Business Information, Inc.
    • Seven Blind Mice
      • Activity: 1. Ask students if they know what the five senses are. Then discuss the five senses. Tell the class that in this book the mice have lost the sense of seeing so they are blind. See how they deal with not having all five senses.
      • 2. Then tell students we are going to try and be like the characters in this book and deal with not having our sight.
      • 3. Once you have your blind fold off you will have to write down what you think it was and describe it like they did in the book, describing an elephant.
      • 4. Teacher will reveal the various objects to the class and see if there guesses were correct.
      • Language Arts K.6.2. Spell independently using an understanding of the sounds of the alphabet and knowledge of letter names.
      • Science K.3.1. Describe objects in terms of the materials they are made of such as clay, cloth, paper. Ect.
      • Gardner’s Multiple Intelligences: Logical-Mathematical- guessing/ predicting
    • Lyle Lyle Crocodile
      • Editorial Reviews
      • Product Description
      • Lyle the crocodile lives happily with the Primm family, until one day his world is turned upside down. His neighbor, Mr. Grumps, has Lyle committed to the zoo because Lyle frightens his cat and because, well, he’s a crocodile.When zoo life doesn’t measure up to life with the Primms, Lyle and his former stage partner make a break for it . . . Will Lyle ever see his adoptive family again?
    • Lyle Lyle Crocodile
      • 1. Introduce the book by asking kids if they have ever seen a crocodile? Has anyone every been to the Zoo? What Zoo’s have you been to? What animals are in a Zoo? Would a cat belong in a Zoo? Then read the story to the kids
      • 2. After reading the book , look at what life at the zoo might be like. What are some types of animals at the zoo? What are some pets people have in the class?
      • 3.Then play Simon Says with a Zoo theme. Ex. Simon says walk like a gorilla. Simon says to meow like a cat.
      • Language Arts K.7.3. Describe people, places, things(including their size, color, and shape) locations and actions.
      • Science K.4.1. Students give examples of plants and animals
      • Gardner’s Multiple Intelligences: Bodily-Kinesthetic- creative movement.