Ring-O 1st Grade

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Ring-O1st Grade

• Heather Reinbrecht
• Education 356

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Diary of a WormBy Doreen Cronin

• From Amazon.com
• This book is good for all ages. This is a very
  funny book that many kids and adults will enjoy.
  Diary of a Worm is about a worm and his life and
  some things that happen in his life. He has a
  friend that is a spider that adds a great touch
  to the book. The illustrations are also very
  bright and colorful and explain the book with out
  even needing words. This book is very enjoyable
  and is good for reading when ever you feel like
  it.

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Diary of a Worm Activity

• Read the book to the students.
• List different facts the students learned about
  worms from reading the book to them.
• Ask the students to show you how a worm moves.
• Have the students draw a picture what their day
  as a worm would look like.
• After they draw their picture have them measure
  the worm they drew.
• Language Arts-1.2.3 -Analysis of Grade-Level
  Appropriate Nonfiction and Informational
  TextRespond to who, what, when, where, why, and
  how questions and recognize the main idea of what
  is read.
• Science-1.2.4 -Measure the length of objects
  having straight edges in inches, centimeters, or
  nonstandard units.
• Gardner-Bodily-Kinesthetic, Intrapersonal,
  Visual-Spatial, Logical- Mathematical,
  Verbal-Linguistic

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Diary of a SpiderBy Doreen Cronin

• From Amazon.com
• Move over, Charlotte's Web! There's another
  wonderful spider tale out, and it's terrifically
  imaginative. If people are scared of spiders,
  what are spiders scared of? "People with big
  feet," claims the young spider whose diary
  comprises this tale. The book offers a unique
  perspective - a spider on the wall, you might say
  - on an arachnid's life. The secret to a long and
  happy spider's life? Never fall asleep in a shoe.
  Which is a great reminder for young readers to
  check their shoes before putting them on. The
  author nicely mixes facts - spiders are not
  insects, and their existence keeps troublesome
  insect populations at bay - with fantasy as she
  gives her spiders some very human, and very
  funny, characteristics "We tried the seesaw. It
  didn't work." The little spider has to do a lot
  of things his human counterparts do, like safety
  drills at school and homework. And he has two
  improbable best friends who would normally be
  dinner - Fly and Worm - much to the chagrin of
  his own parents and the horror of his friends'
  families. This is a welcome addition to the
  author's "diary" series, in which she teams up
  with the inventive and award-winning illustrator
  Harry Bliss.

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Diary of a Spider Activity

• Read the book to your students, stopping
  periodically to ask what they think will happen
  next.
• Ask them different questions about spiders. (ex.
  How many legs does a spider have?)
• If possible the students on a spider web hunt.
  Give them magnifying glasses so they can really
  see the webs. (Show them different samples.)
• If used near Halloween, have them create spiders
  and spider webs to decorate your room with.
• Sing Itsy, Bitsy, Spider afterwards.
• Language-1.3.3 -Confirm predictions about what
  will happen next in a story.
• Science-1.2.5 -Demonstrate that magnifiers help
  people see things they could not see without
  them.
• Gardner-Naturalistic, Musical,
  Bodily-Kinesthetic, Logical- Mathematical,
  Verbal-Linguistic

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Diary of a FlyBy Doreen Cronin

• From Amazon.com
• Fly is friends with Worm and Spider, and as with
  the other books, all three are often seen
  together. Fly is learning how to "be a fly", with
  some ups and downs along the way (She isn't so
  thrilled with the idea of the food chain...). She
  also wants to be a superhero, though she is told
  that she is not cut out for the job. The
  illustrations are as superb as the other books,
  and there are several scientific facts that sneak
  in to the story. Keen observers will have fun
  picking out all the details in the artwork! A
  must-read, and a welcome addition to any
  children's library!

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Diary of a Fly Activity

• Read the story aloud to the students.
• Have the students discuss how the book was
  similar and different to the two previous ones.
• Ask the students what they would do if they were
  a fly.
• Have the students pick another creature to
  research and write a diary of.
• Get into a circle and have the students share
  their different journals.
• Language-1.5.2 -Write brief expository
  (informational) descriptions of a real object,
  person, place, or event, using sensory details.
• Science-1.2.7 -Write brief informational
  descriptions of a real object, person, place, or
  event using information from observations.
• Gardner- Interpersonal, Verbal-Linguistic,
  Intrapersonal

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Click, Clack, Moo Cows that TypeBy Doreen
Cronin

• From Amazon.com
• CLICK, CLACK, MOO COWS THAT TYPE is outstanding.
  Doreen Cronin's snappy and punchy writing makes
  for a great read aloud! The surprise ending is
  crafty too! As a classroom resource, students can
  study onomatopoeia, letter writing and surprise
  endings. Teachers! Have your students take on the
  voice of another farm or zoo animal and write a
  letter demanding some creative luxury too! Betsy
  Lewin's pictures work well with the text. She
  even provides an artist's note about how she
  accomplished the effects in the book! All around,
  a unique and creative picture book!

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Click, Clack, Moo Cows that Type Activity

• Show students the cover of the book, ask them
  what animals are on the cover and see if they can
  tell you what the type writer is. Who is the
  Author and Illustrator?
• Read the story aloud to the children.
• Ask them if they have pets and if they do what do
  they think their pets would ask them for if they
  could.
• Have them write a letter to their family for
  something they would like similar to the one the
  cows wrote. (ex. a TV in their room)
• Language-1.2.1 -Structural Features of
  Informational MaterialsIdentify the title,
  author, illustrator, and table of contents of a
  reading selection.
• Science-1.2.7 -Write brief informational
  descriptions of a real object, person, place, or
  event using information from observations.
• Gardner-Interpersonal, Intrapersonal,
  Verbal-Linguistic

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The Very Hungry Caterpillar By Eric Carle

• From Amazon.com
• Another great story from Carle. His
  illustrations are always fantastic, but his
  stories can be erratic. This on is a dead-on hit.
  It is the brief story of a caterpillar's feeding
  frenzy before he makes his metamorphosis into a
  butterfly. The book introduces children to the
  days of the week, the names of fruits, and
  numbers as the caterpillar eats through different
  foods each day --two pears on Tuesday, three
  plums on Wednesday, etc.-- until he finally
  weaves his cocoon and emerges as a beautiful
  butterfly. This story is a hit every time.
  Carle's bright colors and clever die-cut artwork
  never cease to entertain even the youngest child,
  and there is surely nothing in nature closer to
  magic than the emergence of a butterfly. This is
  a beautiful and fun book that will enthrall any
  child.

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A Very Hungry Caterpillar Activity

• Begin by reading the story to the students.
• Ask them if they can name the food the
  caterpillar ate throughout the story.
• Discuss the life cycle of butterfly with the
  students.
• Have the students act out the different cycles. (
  Egg- curl up in a ball, Larva- wiggle like a
  worm, Pupa- lay down with colorful scarves,
  Butterfly-students walk around flapping their
  arms.)
• Language-1.2.2 -Identify text that uses sequence
  or other logical order.
• Science-1.1.3 -Recognize that and demonstrate how
  people can learn much about plants and animals by
  observing them closely over a period of time.
  Recognize also that care must be taken to know
  the needs of living things and how to provide for
  them.
• Gardner-Verbal-Linguistic, Interpersonal,
  Bodily-Kinesthetic, Logical-Mathematical

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Is a Worry Worrying You?By Ferida Wolff

• From Amazon.com
• Is A Worry Worrying You? is a picture book for
  children that combines whimsical artwork with
  honest and practical advice for dealing with
  worries - from everyday worries about bullies and
  the first day of school to not-so-common worries
  such as a rhino wandering the neighborhood! A
  "Worry" is depicted as a big blue monster with no
  manners, that stays like an uninvited guest - but
  only as long as one lets it. Is A Worry Worrying
  You? shows young people means of dealing with
  worries, from confronting it directly or working
  on whatever is worrying one, to focusing on happy
  thoughts, engaging in activities like playing
  with cards or baking a cake, or talking with
  friends. Highly recommended.

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Is a Worry Worrying You Activity

• Ask the students if they know what a worry is.
• Then read the book to them.
• Ask the students to discuss some of their
  worries, start out by sharing some of your own
  worries.
• Have the students write down or draw a picture of
  some of the things that are worrying them.
  Create a Worry Box for the students to place
  their worries in and send away to get rid of
  them. After all the worries in the box have the
  class count the total number together.
• Language-1.7.8 -Relate an important life event or
  personal experience in a simple sequence.
• Science-1.2.1 -Use whole numbers, up to 100, in
  counting, identifying, measuring, and describing
  objects and experiences.
• Gardner-Bodily- Kinesthetic, Logical-Mathematical,
  Interpersonal, Verbal-Linguistic

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Tacky and the Winter GamesBy Helen Lester

• From Amazon.com
• The story opens up thematically and pictorially
  with the 2-page spread describing the Opening
  Ceremonies. Teams of other penguins come from the
  "Highlands," the "Lowlands," the "Fun Lands," and
  Tacky's own "Nice Icy Land." They all march with
  dignity--except for Tacky who falls on his head
  while carrying the 'Nice Icy' pennant. However,
  this episode gives observant readers some insight
  into his character Although Tacky falls down, he
  manages to hold the flag aloft with his feet.
  Could there be something more to him than his
  clownishly lazy behavior suggests? Well, sort
  of. His team wins the NO-bobsled race but is
  disqualified because they use Tacky as a bobsled.
  Penguin ski-jumping, as we all know, uses frozen
  fish for skis Tacky's fish skis thaw when he
  chills (so to speak) by a pot-bellied stove
  before the race, and floppy fish make for funny
  aerodynamics. Finally, there's a relay race. The
  first four members of Team Nice Icy Land pass the
  baton neatly to each other, but when it's passed
  to the last skater, Tacky, he eats it! "Ate it?
  Ate it. Well, it looked like a hot dog." In
  frustration, his teammates chase him, and Tacky,
  thinking it's a game of tag "skated faster. And
  faster. And faster and faster and barreled across
  the finish line in record time." However, will a
  strict judge (wearing a button that says, "I
  rule") award them first place when the baton has
  disappeared? I'll only reveal that the resolution
  involves X-rays and that the four other penguins
  give Tacky a big hug. Lester concludes, "Tacky
  was an odd bird, but a nice bird to have around."

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Tacky and the Winter Games Activity

• Start out by discussing the Winter Olympics. Use
  pictures or video clips to spark interest.
• Ask what types of sports they have in the Winter
  Olympics.
• Read the book to the students.
• Have the students work together in groups to
  create their own story of the Winter Olympics.
• Language-1.7.10 -Use visual aids, such as
  pictures and objects, to present oral
  information.
• Science-1.1.1 -Observe, describe, draw, and sort
  objects carefully to learn about them.
• Gardner-Interpersonal, Visual-Spatial,
  Verbal-Linguistic

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No, David!By David Shannon

• From Amazon.com
• The book No, David! is the perfect book for any
  adult to share with a child. The illustrations of
  the devilishly cute David make both children and
  adults laugh at his antics while at the same time
  feeling sorry for him and the trouble he finds.
  David seems oblivious to all the actions that
  elicit the responses "No, David!" "No, No, No!"
  "Come back here David!" and "Settle down!" The
  illustrations of David walking across the rug
  covered in mud, overflowing the bathtub, jumping
  up and down on his bed dressed as a cowboy, and
  watching TV while every toy he owns is spread all
  over the floor make all children laugh with the
  understanding that they've been there before.
  What child hasn't been so deeply engrossed in an
  activity only to be jolted out of it by an adult
  pointing out the "mess" they have made? Children
  closely follow the story, even though the words
  may be few, the pictures tell the whole story.
  The bright and funny illustrations tell the story
  of David's mischief. The illustrations become
  hilarious when David is corrected for picking his
  nose and for running down the street without
  clothes. Children revel in the delight of knowing
  what he's doing wrong and understanding how it
  feels. The book is wonderful for adults too it
  is refreshing to remember the simple joy of
  childhood imagination. No matter what David does
  throughout this day, he needs cleaning up,
  reprimanding and constant supervision. David
  seems to do all this with the innocence of
  childhood, he doesn't realize that his 'fun'
  creates a huge mess. The end of the book
  satisfies all readers, child and adult. David is
  in 'time out' for his latest mischief when his
  mother says, "Davey, come here," and reminds him
  that "Yes Davey, I love you". The simple text and
  the detailed illustrations make the reader feel
  that all is better, and David is forgiven for his
  mis-adventures. This is a wonderful book to share
  with children, they respond with lots of prior
  knowledge, lots of elaboration, and lots of love
  for this devilish little boy all adults and
  children can relate too. The author has written
  another book about David going to school, I
  wonder what trouble he'll find next.....

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No, David! Activity

• Have the students list things their families have
  told them No! for doing.
• Read the story to them.
• Ask the students how Davids mother felt about
  him even though she got onto him a lot.
• Ask the students to think some science activities
  they may do at home that their parents would say
  no too. Have them write a short paragraph
  explaining things their parents would not allow.
• Language-1.7.5 -Use descriptive words when
  speaking about people, places, things, and
  events.
• Science-1.1.1 -Observe, describe, draw, and sort
  objects carefully to learn about them.
• Gardner-Intrapersonal, Interpersonal,
  Verbal-Linguistic

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A Bad Case of the StripesBy David Shannon

• From Amazon.com
• Camilla loves lima beans, but won't eat them
  because no other children like them. One day she
  wakes up with bright stripes across her face.
  From then on she turns into anything she eats or
  talks about. She then learns to deal with being
  different and made fun of by her classmates,
  until a old lady comes and gives her lima beans
  to eat. When she returns to normal Camilla
  decides that she doesn't care what anyone thinks
  and eats all the lima beans she wants. The cover
  design really sets this book off. The colorful
  stripes and big words attract children to read
  this story. The author gives a unique story to
  help children understand that different is not
  bad. The characters are very stereotypical in a
  funny way. For example when talking with the
  doctors, "Then the specialist went to work on
  Camilla. They squeezed and jabbed, tapped and
  tested." The detail and description in this story
  is excellent and the illustrations along with the
  character development go together to make a
  hilarious yet "deep" story plot. This book is
  written for transitional and fluent readers, but
  children of all ages would enjoy this story. This
  story could be used when discussing differences
  and doing what is right. Teachers could use it
  when working on writing with detail.

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A Bad Case of the Stripes Activity

• Use at the beginning of the school year and
  discuss what the students worries are.
• Read the students the story.
• Ask them questions to think about from the book.
  (ex. Why did Camilla not want to tell anyone she
  liked lima beans?)
• Have them compare the different items discussed
  throughout the book.
• The students should get to know each other, have
  them create a picture or story I have a bad case
  of the (ex. If someone likes cooking, theirs
  would be I have a bad case cooking.
• Language-1.2.3 -Analysis of Grade-Level
  Appropriate Nonfiction and Informational
  TextRespond to who, what, when, where, why, and
  how questions and recognize the main idea of what
  is read.
• Science-1.2.6 -Describe and compare objects in
  terms of number, shape, texture, size, weight,
  color, and motion.
• Gardner-Bodily-Kinesthetic, Verbal-Spatial,
  Verbal-Linguistic, Intrapersonal, Interpersonal

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OliviaBy Ian Falconer

• From Amazon.com
• As the first page states..."This is Olivia. She
  is good at lots of things." And she is. Good at
  wearing people out, scaring her brother, combing
  her ears, getting dressed, building sand castles,
  painting...everything but napping. She's a
  precocious, feisty, imaginative, wonderful little
  pig. Ian Falconer has captured the essence of a
  pre-schooler in his first children's book. His
  short, simple text is complimented by his
  expressive black and white illustrations, with
  just a touch of bright red to highlight the right
  parts. This is a book your youngsters will want
  to read again and again, as they see a bit of
  themselves in Olivia. A must for all home
  libraries, Olivia is sure to become a classic.

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Olivia Activity

• Read the book to the students.
• Discuss how Olivia can be anything she wants to
  be because of her imagination and creativity.
• List some of the things that she could be when
  she goes up.
• Have the students come up with ways they use
  creativity everyday.
• Ask them to write down how they can do something
  creative within each subject in school. (Science,
  Math, English, Art, Music, etc.)
• Language-1.7.3 -Give, restate, and follow simple
  two-step directions.
• Science-1.1.1 -Observe, describe, draw, and sort
  objects carefully to learn about them.
• Gardner- Intrapersonal, Interpersonal, Verbal
  -Linguistic