“Learning Fun Stuff in Reading”
n PROGRAM OVERVIEW “Learning Fun Stuff in Reading” is
a program that was designed to provide students with hands-on opportunities in reading to answer Learning Focus Strategy questions on the curriculum maps. Students will actively participate in weekly themed units that are structured to go along with current events, holidays, and curriculum maps provided by the county. After listening to fiction or nonfiction literature, students will apply what they have learned to answer the Learning Essential Questions by using foldables, thinking maps, anchor charts, art, and work sheets to develop a deeper understanding on a content topic as well as different reading strategies.
Students will be assessed based on their participation during whole group discussions and partner activities. Additionally students will complete a graphic organizer and a worksheet or writing assignment after each whole group lesson. Using a rubric, students will be evaluated on participation and understanding. Additionally students will be asked to give their own summaries (written or orally) to the corresponding lesson essential questions.
For further information contact…
Jennifer GleatonGarden Grove Elementary
4599 Cypress Gardens Road, Winter Haven, FL 33884 Route B
(863) 291-5396
2012 - 2013 Idea CataLog oF exCeLLenCe
“Learning Fun Stuff in Reading” was created for a K indergar ten classroom of eighteen students. The program is designed for whole group discussions and partner work. Each student will be actively involved in the hands-on activities. It is important to note that these mini experiments could be adapted to any grade level.
n OVERALL VALUE The overall value of this program
is that i t provides students with opportunities to be actively engaged in hands-on activities. It allows the students to be responsible for their learning and not just to have the teacher teaching.
Lessons are not only informational, they are using higher order thinking skills, are differentiated, and memorable.
n LESSON PLAN TITLES1 Ladybugs
2 Chinese New Year
3 Polar Animals
4 Recycling
n MATERIALS Materials for each lesson are listed
with each lesson plan. Overall materials budget including pricing and vendors follows the lesson plans.
n ABOUT THE DEVELOPER Jennifer Gleaton graduated with
a Bachelor of Science in Christian Leadership from Florida Christian College. She has been teaching for 9 years. She currently teaches Kindergarten at Garden Grove Elementary. This is her first time as a T2T grant developer.
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“Learning Fun Stuff in Reading” Jennifer GleatonLesson Plan No 1: Ladybugs
n SUBJECTS COVEREDReading
n GRADESKindergarten
n OBJECTIVES Students will…
• retel l impor tant facts from nonfiction stories.
• retell the main idea of a nonfiction story.
• describe the ladybug life cycle.
n SUNSHINE STATE STANDARDS
LA.K.1.6.1 The student will use new vocabulary that is introduced and taught directly;
LA.K.1.6.2 The student will listen to and discuss both familiar and conceptually challenging text;
LA.K.1.7.3 The student will retell the main idea or essential message, identifying supporting details (e.g., who, what, when, where, why, how), and arranging events in sequence;
LA.K.2.2.1: The student will identify the purpose of nonfictional text;
LA.K.2.2.2: The student will retell important facts from a text heard or read;
LA.K.4.2.2: The student will participate in creating simple summaries from informational/expository text (e.g., graphs, tables, maps);
LA.K.5.2.2: The student will listen attentively to fiction and nonfiction read-alouds and demonstrate understanding;
n MATERIALS• My Mailbox Idea Center Gold
Subscription- “Your Feelings” worksheet- “Line ’Em up” worksheet - “Tick Tock Time” worksheet- “Ladybug Lifecycle” worksheet- “Buzzin’ Body Parts” worksheet
• Ladybug Life Cycle by Justin McCory Martin
• Bugs A to Z by Caroline Lawton• Red paper plates• Black construction paper• Large google eyes• Large Kindergarten writing paper
n DIRECTIONS Day 1 How do I learn vocabulary from
nonf iction stories? LA.K.1.6.1 LA.K.1.6.2 Create a K-W-L (Know, Want to Know, Learned) chart about Ladybugs by brainstorming what we already know and what we would like to learn during Ladybug Week.
Watch Ladybug video. Discuss how a video can be like a nonfiction story because it has photographs, imp o r t an t vo c abu la r y, and information. We will be looking and listening, just like during story time, for information.
Create a Brace Map for the body parts – “Head, Abdomen, Thorax.”
Use the brace map to complete Buzzin’ Body Parts worksheet.
Day 2 How do I learn vocabulary from
nonf iction stories? LA.K.1.6.1 LA.K.1.6.2 Read aloud “Ladybug Life Cycle” by Justin McCory Martin.
Whole group, complete Vocabulary Chart – “egg, larvae/larva, pupa, ladybug”, definition of ladybug.
Students use the vocabulary chart to complete Ladybug Lifecycle worksheet.
LEQ: How do I change sounds to make new words? LA.K.1.3.3 - Create a tree map for the word “bug”. The branches would be Beginning sound, Middle Sound, Ending Sound. As a group, think of one word for each branch for examples. Each student will get a post it note and pick which sound they want to change to create a new word. They will add the post it to the correct branch.
Day 3 How do I learn vocabulary from
nonf ict ion stor ies? LA.K.1.6.1 LA.K.1.6.2 Read aloud “Bugs A to Z” (you can go around as have students choose a letter and read those bugs). As a group discuss “describing words” and “action words” for a bug. Work on the front flaps together for the Foldable – “Bugs Look, Bugs Do”. Students will complete the inside on their own.
Day 4 Read aloud “Bugs A to Z” (you can
go around as have students choose a letter and read those bugs- keep in mind the letters you’ve already read). As a group, complete the classification chart (6 legs, 8 legs, wings, and antennae, eat plants) for the bugs listed under the 5 letters L, G, J, T, R.
LEQ: How do I choose a “just right” non-fiction book to read? LA.K.2.2.3 First, ask if the book “Bugs A to Z” is appropriate for you to read by yourself. Then, go through the questions- It is something that you are interested in? How many words are on a page? Can you sound out any of the words on a page? What size is the print on the page? (On LFS board, pin a hard book open to a page. Have the list of the self-check questions beside it. On post it has a 6 or a K answers.) See how “Bugs A to Z” matches up!
Day 5 How do I retell important facts from
nonfiction stories? LA.K.2.2.2 Go back through the stories you have read during lady bug week, looking at the LFS board, and discuss different things you’ve learned. Finish K-W-L chart by listing things we learned about ladybugs.
n EVALUATION/ASSESSMENT Please see rubric included in this
document for assessment options.
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2012 - 2013 Idea CataLog oF exCeLLenCe
n SUBJECTS COVEREDReading
n GRADESKindergarten
n OBJECTIVES Students will be able to…
• retell the main idea of Chinese New Year by recalling details and facts.
• use details to explain the main idea of a story.
• describe characters and setting from a story.
n SUNSHINE STATE STANDARDS
LA.K.1.7.3 - The student will retell the main idea or essential message, identifying supporting details (e.g., who, what, when, where, why, how), and arranging events in sequence
LA.K.2.1.2 - The student will retell the main events (e.g., beginning, middle, and end) of a story, and describe characters and setting
n MATERIALS• My Mailbox Idea Center Gold
Subscription- “Puzzle Parade” - “Happy New Year”- “Chinese New Year Lanterns”- “It’s Chinese New Year” Poem
BookS• The Runaway Wok by Ying Chang
• Seven Chinese Sisters by Kathy Ticker and Grace Lin
• Chinese New Year kit from Panda Express (You can request a free kit on www.pandaexpress.com. It is available usually at the end of December or beginning of January.)
n DIRECTIONS Day 1
How do I find the main idea of stories I hear and read? LA.K.1.7.3 Watch the video on the Panda Express. Discuss 5 important facts about Chinese New Year. Complete a “Give me 5” graphic organizer. Have students trace their hands, on each finger and thumb they write 1 fact that they learned. (Examples: red envelopes, foods have meanings, year of animal, fireworks, lanterns, Chinese dragon, and parades) Then, discuss what the main idea could be and check to make sure that each finger matches up to the main idea. In the palm area they write the main idea- Chinese New Year traditions (or something similar).
Craf t: Decorate and cut out a Chinese lantern.
Day 2
How do details help me understand the main idea? LA.K.1.7.3 Read the “Run Away Wok”. Together complete
“Learning Fun Stuff in Reading” Jennifer GleatonLesson Plan No 2: Chinese New Year
2012 - 2013 Idea CataLog oF exCeLLenCe
a graphic organizer to show the three things the wok brought back to the family. Have students write items on a post it and they add it to the correct circle on the map. Discuss how they are picking out details from the story to further understand, or figure out, the main idea.
Day 3
How do I describe characters and setting? LA.K.2.1.2 Read “Seven Chinese Sisters”. Discuss characters, setting, problem and solution and complete the story map.
Craft - Students color and decorate a dragon puppet.
n EVALUATION/ASSESSMENT Please see rubric included in this
document for assessment options.
H H H
“Learning Fun Stuff in Reading” Jennifer GleatonLesson Plan No 2: Additional Information
2012 - 2013 Idea CataLog oF exCeLLenCe
“Learning Fun Stuff in Reading” Jennifer GleatonLesson Plan No 2: Additional Information
2012 - 2013 Idea CataLog oF exCeLLenCe
“Learning Fun Stuff in Reading” Jennifer GleatonLesson Plan No 3: Polar Animals
• Paper plates• Black & orange construction paper• Google eyes• 2 gallon size ziplock bags• ½ tub of cooking shortening• Large tub• Ice & water• “Polar Bear vocabulary” (teacher
created worksheet)• “Walrus Body Par ts” (teacher
created vocabulary worksheet)BookS• Powerful Polar Bear by Elizabeth
Bennett• Emperor’s Egg by Martin Jenkins
and Jane Chapman• Scholastic Let’s Find Out “Artic
Animals”• Walruses by Colleen Sexton
n DIRECTIONS Day 1
How do I learn vocabulary from nonf iction stor ies? LA.K.1.6.1 LA.K.1.6.2 Before reading the story, you will have chosen 5 words and made up sentences for them. You will the students write the 5 words on their Vocabulary worksheet. Then, you will read each word and each sentence and they will make predictions on their own as to what the word mean. Read “Powerful Polar Bears”. Complete some of the Vocabulary worksheet as you read the story. Column 1 – Page # the word is on (write pg. number on chart while reading, and put a post it to mark the sentence with the vocabulary word). When you are finished reading and text marking, you will complete column 3 where you will write or draw the actual definitions together.
Day 2 How do I learn vocabulary from
nonf iction stor ies? LA.K.1.6.1 LA.K.1.6.2 Read aloud “Emperor’s Egg”. On the board, students will write penguin action words (sliding, waddling, diving) from the story.
Craft – Make a penguin paper plate. On his tummy students write action words.
Day 3 How do I listen to and talk about
nonfiction stories? LA.K.5.2.2 How do I retell important facts from nonfiction stories? LA.K.2.2.2 Read and complete “Scholastic Let’s Find Out – Winter Animals”. Create a tree map to list facts about each winter animal mentioned in the booklet. Students will pick one animal and write and draw about it.
Day 4 How do I retell important facts from
nonfiction stories? LA.K.2.2.2 How do we write a summary? LA.K.4.2.2 Read aloud “Walruses”. Complete the Walrus body parts vocabulary sheet. On the back of the paper, the students will use each word in a sentence that describes the use of the body part.
Science Exper iment- Make a “blubber glove” and allow students to test the difference. Use 2 gallon size zip lock bags. Fill one with cooking shortening (like Crisco). Turn the other one inside out and put inside the first bag. Zip the 2 bags together. Use a large tub filled with ice and water. Place bag inside the tub with the top open for students to place their hand in. Have students place the other one hand in the ice water to feel how cold it is. They should notice how the blubber protects their hand from the icy cold water and make a connection of how it protects the artic animals from the temperature of the water.
n EVALUATION/ASSESSMENT Please see rubric included in this
document for assessment options.
H H H
n SUBJECTS COVEREDReading
n GRADESKindergarten
n OBJECTIVES Students will be able to…
• discuss the main idea of nonfiction books using specific vocabulary to describe and explain Ar tic animals.
• to retell important facts about Artic animals.
• to wr i te a summary about a nonfiction topic.
n SUNSHINE STATE STANDARDS
LA.K.1.6.1 - The student will use new vocabulary that is introduced and taught directly
LA.K.1.6.2 - The student will listen to and discuss both familiar and conceptually challenging text
LA.K.2.2.2 - The student will retell important facts from a text heard or read
LA.K.4.2.2 - The student will participate in creating simple summaries from informational/expository text (e.g., graphs, tables, maps)
LA.K.5.2.2 - The student will listen attentively to fiction and nonfiction read-alouds and demonstrate understanding
n MATERIALS• My Mailbox Idea Center Gold
Subscription- “Paws” for Sounds (beginning
sounds)- “Penguin’s Scrapbook” (sort real
/ make believe)- “ Head ing Home! ” (w in te r
classification)- “Chilly Cheer” (rhyming words)- “A Long, Long Scarf” (vowel
sounds)
2012 - 2013 Idea CataLog oF exCeLLenCe
“Learning Fun Stuff in Reading” Jennifer GleatonLesson Plan No 4: Recycling
n SUNSHINE STATE STANDARDS
LA.K.1.6.3 - The student will describe common objects and events in both general and specific language
LA.K.1.6.5 - The student will use language correctly to express spatial and temporal relationships (e.g., up/down, before/after)
LA.K.1.7.2 - The student will use background knowledge, supporting details from text, or another source to determine whether a reading selection is fact or fiction
LA.K.3.5.1 - The student will produce, illustrate and share a finished piece of writing.
LA.K.5.2.2 - The student will listen attentively to fiction and nonfiction read-alouds and demonstrate understanding
n DIRECTIONS Day 1
What is the difference between fact and fiction? (Compare/Contrast) LA.K.1.7.2 Read “Miss Fox’s Class Goes Green”. Complete a T-chart foldable. 1. Fiction details of story (animals wear clothes, animals talking, etc.) 2. Nonfiction details of story (not litter, give old toys to someone else, ride our bikes, use cloth shopping bags, etc.).
Day 2
What words help me tell about ‘where’ and ‘when’ things happen? LA.K. 1.6.5 Read “It’s Earth Day!” Discuss different ways to “Save the Earth” and create a bubble chart – save energy; turn off water; plant trees; recycle cans, paper, plastic; ride the bus, bike. Discuss different places (“where”) and “when” we can help save the earth.
Day 3
How do I listen to and talk about nonfiction stories? LA.K.5.2.2 Read “Recycle That!” On board, write down important details from the story. Then, go to LFS board and talk about LEQ and how you just discussed the story. Make a T-chart to answer the question. On one side you will put 6- recycling, landfill, trash, (relevant things the students said) etc. On the other side you will put K- my knee hurts, dogs, bathroom, (inappropriate things the students said or might say) etc.
Day 4
How do I describe objects and events (in both general and specific language)? LA.K.1.6.3 Read “Magic School Bus Gets Recycled”. Make a 4 box foldable for the places the characters went in the story. You will title the boxes together (ex- recycling center), and then the students will draw and label something specific for each picture/place.
Craft – make flowers with recycled bottles. Cut the tops off. Allow students to cut slits. Teacher uses the hair drier to melt the plastic so that it bends. Students paint the flower however they want.
Day 5
How do I write and share real stories? LA.K.3.5.1 Field Trip to Landfill – Have students write a summary about the field trip they had to the Landfill.
n EVALUATION/ASSESSMENT Please see rubric included in this
document for assessment options.
H H H
n SUBJECTS COVEREDReading
n GRADESKindergarten
n OBJECTIVES Students will be able to…
• explain what Recycling means.
• name different ways to recycle.
• explain the purpose of the Landfill.
n MATERIALS• My Mailbox Gold Subscription
- “Earth Day Every Day” (cut and paste poster)
- “Ready to Recycle” (classification)
• Empty water bottles or 2 liter soda bottles
• Hair dryer
• Paints
• Empty milk cartons (clean)
• Random recycle items (cotton balls, paper towel tubes, straws, scraps of paper, etc.)
• Field trip to the Landfill. (This is completely free. The Landfill pays for the buses. You have to call early to book a date because April and May fill up very quickly.)
BookS• Miss Fox’s Class Goes Green by
Eileen Spinelli and Anne Kennedy• Magic School Bus Gets Recycled
by Anne Capeci
• Recycle That! by Fay Robinson
• It’s Earth Day! by Mercer Mayer
2012 - 2013 Idea CataLog oF exCeLLenCe
“Learning Fun Stuff in Reading” Jennifer GleatonLesson Plan Pictures
2012 - 2013 Idea CataLog oF exCeLLenCe
Materials Budget SuPPLIeR Item DeSCRIPtIoN CoSt QuANtItY totAL CoSt
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School: _________________________________________
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Subtotal
tax if applicable
Shipping if applicable
totALBuDGetAmouNt
“Learning Fun Stuff in Reading” Jennifer GleatonLesson Plans Materials Budget
Jennifer GleatonGarden Grove Elementary
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$200.72
2012 - 2013 Idea CataLog oF exCeLLenCe
http://www.theeducationcenter.com/tec/ Mailbox Idea Center Gold Subscriptions $59.95 1 59.95
Scholastic Scholastic’s Let’s Find Out 4.99 18 89.82
Scholastic Books Ladybug Life Cycle 2.37 1 2.37
Bugs A to Z 2.99 1 2.99
The Runaway Wok 5.95 1 5.95
Seven Chinese Sisters 7.95 1 7.95
Powerful Polar Bear 3.95 1 3.95
Emperor’s Egg 4.95 1 4.95
Walruses 3.95 1 3.95
2012 - 2013 Idea CataLog oF exCeLLenCe
“Learning Fun Stuff in Reading” Jennifer GleatonRubric
1. GRADING RUBRIC
Student’s Name____________________________________________
Overall Unit Rubric
0 1 2 Score
Participation In Class
Discussion
Did not
participatePartial Participation Full Participation
Participation in Guided
and Individual Practice
Did not
ParticipatePartial Participation Full Participation
Foldable / Graphic
Organizer
No Foldable /
Graphic
Organizer
Partial completed
Foldable/ Graphic
Organizer with
Writing / Pictures
Completed Foldable /
Graphic Organizer
with Writing / Labeled
Pictures
Summary of Essential
Question(s)
No Summary Partial Summary (1
sentence)
Completed Summary
(2 sentences or more)
Overall Total
Other Weekly Units & Books used during other times of the year.
2012 - 2013 Idea CataLog oF exCeLLenCe
“Learning Fun Stuff in Reading” Jennifer GleatonAdditional Information
DecemBer:Week 1 - Reindeer/moose
Rudolph’s Red Nose by Robert L. May – Art Project – Candy Cane reindeer – write vocabulary words on stripes
Moostletoe by Margie Palatini– Art project – Moose paper piecing art, B-M-E (Beginning, Middle, End chart) on his sweater
Week 2 - Winter Holidays (Kwanza, Los Posadas, Islamic New Year, Christmas, Hanukkah)
Week 3 - Gingerbread
Gingerbread Man- use flannel board pieces or paper print outs to tell the story
Gingerbread Girl by Lisa Campbell Ernst
Gingerbread Baby by Jan Brett
Gingerbread Cowboy by Janet Squires
Gingerbread Friend by Jan Brett
Have a “Gingerbread” Winter Party - Decorate gingerbread man cookies; make gingerbread play dough, make gingerbread house using milk cartons, gingerbread hat
JanUary:Week 1 - Polar Animals
Powerful Polar Bear by Elizabeth Bennett – vocabulary chart
Emperor’s Egg by Martin Jenkins and Jane Chapman – paper plate penguins with action words & illustrate
Scholastic Let’s Find Out “Artic Animals”
Walruses by Colleen Sexton – Blubber glove experiment
Week 2 - Snow
“The Snowy Day” by Ezra Jack Keats – Draw a picture of the story. Use shaving cream mixed with glue to paint snow on scene.
The Hat by Jan Brett
The Mitten by Jan Brett
Frosty’s New Friends by Richard Cowdrey
Week 3 - martin Luther King Jr.
A Lesson for Martin Luther King Jr. by Denise Lewis Patrick
Freedom Summer by Deborah Wiles
If a Bus Could Talk by Faith Ringgold – Bus book
Martin’s Big Words by Doreen Rappaport – Art project - Martin Luther King Jr. paper piecing portrait
Week 4 - Chinese New Year’s
Chinese New Year by David F. Marx
The Runaway Wok: A Chinese New Year Tale by Ying Chang Compestine – Create a B-M-E chart; art project - make a paper lantern
Seven Chinese Sisters by Kathy Tucker– Art project – make dragon paper bag puppet
Panda Express Chinese New Year Video – Make chart – trace hand and write a detail on each finger
FeBrUary:Week 1- Groundhog’s Day
The Substitute Groundhog by Pat Miller and Kathi Ember
Groundhog Day by Michelle Aki Becker
Gretchen Groundhog, It’s Your Day by Abby Levine and Nancy Cote
Mr. Groundhog Wants the Day Off by Pat StemperVojta
Week 2 - 100th Day of School
Happy 100th Day by Susan Milord
100 Years Ago by Donna Marriott and Meryl Treatner
Leaping Lizards by Stuart J. Murphy
Week 3 - Valentine’s Day
Roses are Pink, Your Feet Really Stink by Diane De Groat
The Best Thing About Valentines by Eleanor Hudson
Clifford’s First Valentine’s Day by Norman Bridwell
Week 4 - President’s Day
My First Biography: Abraham Lincoln by Marion Dane Bauer and Liz Goulet Dubois
A Picture Book of George Washington by David A. Adler
My Teacher for President by Kay Winters and Denise Brunkus
If I Were President by Catherine Stier and Diane DiSalvo-Ryan
march:Week 1 - Dr. Seuss’s Birthday
The Cat in the Hat
One Fish, Two Fish, Red Fish, Blue Fish
Green Eggs and Ham
The Tooth Book
Are You My Mother?
Other Weekly Units & Books used during other times of the year (cont.).
2012 - 2013 Idea CataLog oF exCeLLenCe
“Learning Fun Stuff in Reading” Jennifer GleatonAdditional Information
Week 2 - St. Patrick’s Day
Green Shamrocks by Eve Bunting and Joelle Dreidemy
There Was an Old Lady Who Swallowed a Clover! By Lucille Colandro and Jared D. Lee
The Leprechaun’s Gold by Pamela Duncan Edwards and Henry Cole
Week 3 - Recycling
Miss Fox’s Class Goes Green by Eileen Spinelli and Anne Kennedy
Magic School Bus Gets Recycled by Anne Capeci
Recycle That! by Fay Robinson
It’s Earth Day! by Mercer Mayer
Week 4 - Spring
How Do You Know It’s Spring? by Allan Fowler
Spring by Tanya Thayer
Mouse’s First Spring! By Lauren Thompson and Buket Erdogan
april:Week 1 - eggs
The Cow That Laid an Egg by Andy Cutbill
Eggs All Over by Marcy Dunn Ramsey
Amazing Eggs
Week 2 - Ladybugs
The Grouchy Ladybug by Eric Carle
Ladybug Life Cycle by Justin McCory Martin
Bugs A to Z by Caroline Lawton
Bop by Denise Fleming
Week 3 - Butterflies
It’s a Butterfly’s Life by Irene Kelly
Butterfly Spring by Robin Koontz
Butterfly Life Cycle by Jeff Bauer
The Moth by May Nelson
Week 4 - Frogs
Tadpoles and Frogs by Jenny Feely
From Tadpole to Frog by Kathleen Weidner Zoehfeld
Curious George: Tadpole Trouble by Mark London Williams
One Frog Sang by Shirley Parenteau
may:Week 1 - Cinco de mayo
Cinco de Mayo by Mary Dodson Wade and Nanci R. Vargus
Cinco de Mouse-o! by Judy Cox and Jeffrey Ebbeler
Big Bushy Mustache by Gary Soto
Week 2 - Families
25 Easy Nonfiction Mini Books by Judy Nayer
This is My Family by Mercer Mayer
Froggy’s Baby Sister by Jonathan London
Me and My Dad by Alison Ritchie and Alison Edgson
Mamma, Do You Love Me? by Barbara M. Joosse and Barbara Lavallee
Week 3 - Camping
Just Camping Out! by Mercer Mayer
Froggy Goes to Camp by Jonthan London
Let’s Go Camping by Mader and Jan
Week 4 - ocean
Splash in the Ocean by Mik Zepol and Richard Bernal
I am an Octopus: The Life of a Common Octopus by Speed Shaskan, Trisha, Ouren and Todd
Swimmy by Leo Lionni
Tiger Shark by Nuzzolo, Deborah and Gail Saunders-Smith
Vocabulary Sheets - 1
2012 - 2013 Idea CataLog oF exCeLLenCe
“Learning Fun Stuff in Reading” Jennifer GleatonAdditional Information
Vocabulary Sheets - 2
2012 - 2013 Idea CataLog oF exCeLLenCe
“Learning Fun Stuff in Reading” Jennifer GleatonAdditional Information