Published on AASL Learning4Life Lesson Plan Database

Read for the Record

Created by: Carmaine Ternes
Title/Role: Media Specialist
Organization/School Name: Emporia High School
Location: Kansas

Grade Level: Pre-K, K, 1, 2, 3

Type of Lesson: Stand-alone lesson
Type of Schedule: Combination
Collaboration Continuum: Limited
Content Area:
Foreign languages
Language Arts
Content Topic: Literary Devices, Cooperation, and Soft Skills

Standards for the 21st-Century Learner

Skills Indicator(s):
1.1.2 Use prior and background knowledge as context for new learning.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital)
in order to make inferences and gather meaning.
4.1.1 Read, view, and listen for pleasure and personal growth.
Dispositions Indicator(s):
3.2.3 Demonstrate teamwork by working productively with others.
Responsibilities Indicator(s):
1.3.4 Contribute to the exchange of ideas within the learning community.
2.3.1 Connect understanding to the real world.
Self-Assessment Strategies Indicator(s):
1.4.4 Seek appropriate help when it is needed.
2.4.3 Recognize new knowledge and understanding.

Scenario: Our library developed a lesson plan for kindergarten through third grade students to be
presented by librarians and high school volunteers. Read for the Record celebrates childhood literacy by
having a record number of students read or listen to the same book on the same day. This year the chosen
book was Otis by Loren Long, which tells the story of a tractor who learns the importance of cooperation.
Details are available at http://www.jstart.org/campaigns/read-record. A welcome video is available @
Welcome http://www.youtube.com/watch?v=A4uykLrVnu0. An author/illustrator interview is visible @
http://www.youtube.com/watch?v=KdUIu0D02pI. The powerpoint with links is attached. Prior to the lesson,
the classroom teacher and the librarian collaborated on the learning objectives including good manners
and literary devices. The teacher supervised students, while the librarian conducted the lesson. Both
educators assisted students as needed throughout the lesson.

Overview: To celebrate Jumpstart?s Read for the Record event, our library developed a lesson plan for
elementary students to be presented by librarians and high school volunteers. Before reading the book
Otis, ask students to share their answer to the essential question: If you play with someone who does not
think you are friendly, strong, or smart, how do you feel? What does it mean to cooperate? What do
onomatopoeia, alliteration, and personification mean?

Final Product: After reading, the librarian or volunteer will ask the students random Monitored
Independent Reading Practice (MIRP) questions to gauge comprehension of the literary devices and
elements of the story. Students will have an appreciation for reading and glean from the examples faced in
the story. Literacy First is an accelerating student achievement program that promotes MIRP as a method
of engaging students and improve comprehension. Details can be found at http://www.literacyfirst.com/.
See attachments.

Library Lesson: The goal of the lesson is to introduce literary devices including but not limited to
alliteration, personification, and onomatopoeia. The students will also learn the importance of cooperation
both in the classroom and at home. Students will have an opportunity to listen to the author/illustrator
interview and the big book on the interactive white board. Since some students are not familiar with farm
animals, they may enjoy the "Old McDonald" singalong @ http://www.youtube.com/watch?v=ErchytxGfC0

Estimated Lesson Time: 75 minutes

Assessment
Product: Students are expected to verbally identify colors, animals, and select vocabulary, as well as
examples of onomatopoeia, alliteration, and personification. If they are confused or unsuccessful, a
review may be necessary. Show the props and pictures.

Process: The librarian and teacher observe students while reading the story and ascertain whether the
child comprehends the material based on each student's answer to the random question asked of them.
If the students are engaged, they are learning. Check for understanding with thumbs up/thumbs down,
etc.

Student self-questioning: How can this story relate to my life? How can I cooperate better with
others? Can I create an example of onomatopoeia, alliteration, or personification? What are aspects of a
farm? Get One/Share One closure activity: Have half sheets of paper and pencils available. Instruct
students to fold the paper into three equal panels or sections. They are to record three different facts,
concepts, or skills they learned from the story (one per section). When the librarian calls time, students
circulate the room finding three different peers to complete the back side of the paper with three more
facts, concepts, or skills learned. When all the sections have been filled, students return to their place. A
brief time sharing reinforces the objectives. Ask students what cooperation means. Ask students for
examples of onomatopoeia, alliteration, and personification.

Instructional Plan
Resources students will use:
Still image (i.e.paintings, drawings, plans, and maps)
Physical Object
Sound (i.e. music playback file, audio compact disc, recorded speech or sounds)
Text (books, letters, poems, newspapers, etc.)

Resources instructor will use:

Projector
Laptop
Smart board
Instruction/Activities
Direct instruction: The students receive direct instruction from the librarian, teacher, or volunteer
during the first reading of the story, while the instructor explains the plot, different animals, characters,
and setting. Before reading Otis, ask students to share their answer to the essential question: If you play
with someone who does not think you are friendly, strong, or smart, how do you feel? What does it mean
to cooperate? The librarian or volunteer will then read the book once carefully pronouncing words.
Introduce literary devices. Time permitting, read the book again with actions and introduce examples of
onomatopoeia, alliteration, and personification in the story.

Modeling and guided practice: The librarian models accompanying sounds or actions while reading to
enhance the student's understand of the story and offers examples of the different parts of speech in the
story. Students may provide farm sounds. The librarian may show the author video noted in the
powerpoint.

Independent practice: The students have an opportunity to practice what they have learned while they
answer questions.

Sharing and reflecting: After the reading of the story, the students can discuss with their peers, the
teacher, and the librarian why they answer their questions in a particular manner. Exit Question: Share
One and Give One! Fold a half sheet of paper into three similar size panels and record three facts,
concepts, or skills you learned today (one per section). Students then circulate to find three different
peers to complete the back three boxes with additional facts, concepts, or skills learned today. Similar to
a think, pair, share ticket out the door activity that takes less than five minutes.

Have you taught this lesson before: Yes

Strategies for differentiation: Use larger manipulatives rather than 8" X 11" colored copies of the
animals and elements of the setting. Since most students have not lived on a farm, have a straw bale
instead of rafia on display. Have 8' X 10' paper barn rather than a red 3' X 3' piece of red paper and brown
circle for a mud pond in order for students to visualize the barn and mud pond.

AASL/Common Core State Standards Crosswalk

English Language Arts:

CC.K.W.6 English Language Arts Production and Distribution of Writing 6. With guidance and
support from adults, explore a variety of digital tools to produce and publish writing, including in
collaboration with peers. (K)

CC.K.W.7 English Language Arts Research to Build and Present Knowledge 7. Participate in
shared research and writing projects (e.g., explore a number of books by a favorite author and express
opinions about them). (K)

CC.1.SL.1.b English Language Arts Comprehension and Collaboration b. Build on others' talk in
conversations by responding to the comments of others through multiple exchanges. (1)
CC.2.W.6 English Language Arts Production and Distribution of Writing 6. With guidance and
support from adults, use a variety of digital tools to produce and publish writing, including in collaboration
with peers. (2)

CC.1.W.7 English Language Arts Research to Build and Present Knowledge 7. Participate in
shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use
them to write a sequence of instructions). (1)

CC.2.SL.1.b English Language Arts Comprehension and Collaboration b. Build on others' talk in
conversations by linking their comments to the remarks of others. (2)

CC.2.W.7 English Language Arts Research to Build and Present Knowledge 7. Participate in
shared research and writing projects (e.g., read a number of books on a single topic to produce a report;
record science observations). (2)

CC.3.W.6 English Language Arts Production and Distribution of Writing 6. With guidance and
support from adults, use technology to produce and publish writing (using keyboarding skills) as well as
to interact and collaborate with others. (3)

CC.K.SL.1 English Language Arts Comprehension and Collaboration 1. Participate in collaborative

conversations with diverse partners about kindergarten topics and texts with peers and adults in small
and larger groups. (K)

CC.1.SL.1 English Language Arts Comprehension and Collaboration 1. Participate in collaborative

conversations with diverse partners about grade 1 topics and texts with peers and adults in small and
larger groups (1)

CC.1.SL.1.a English Language Arts Comprehension and Collaboration a. Follow agreed-upon

rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts
under discussion). (1)

CC.1.SL.1.c English Language Arts Comprehension and Collaboration c. Ask questions to clear up
any confusion about the topics and texts under discussion. (1)

CC.2.SL.1 English Language Arts Comprehension and Collaboration 1. Participate in collaborative

conversations with diverse partners about grade 2 topics and texts with peers and adults in small and
larger groups. (2)

CC.2.SL.1.a English Language Arts Comprehension and Collaboration a. Follow agreed-upon

rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking
one at a time about the topics and texts under discussion). (2)
CC.2.SL.1.c English Language Arts Comprehension and Collaboration c. Ask for clarification and
further explanation as needed about the topics and texts under discussion. (2)

CC.3.SL.1 English Language Arts Comprehension and Collaboration 1. Engage effectively in a

range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on
grade 3 topics and texts, building on others' ideas and expressing their own clearly. (3)

CC.1.W.8 English Language Arts Research to Build and Present Knowledge 8. With guidance and
support from adults, recall information from experiences or gather information from provided sources to
answer a question. (1)

CC.2.W.8 English Language Arts Research to Build and Present Knowledge 8. Recall information
from experiences or gather information from provided sources to answer a question. (2)

CC.K.SL.2 English Language Arts Comprehension and Collaboration 2. Confirm understanding of

a text read aloud or information presented orally or through other media by asking and answering
questions about key details and requesting clarification if something is not understood. (K)

CC.K.SL.3 English Language Arts Comprehension and Collaboration 3. Ask and answer questions
in order to seek help, get information, or clarify something that is not understood. (K)

CC.1.SL.3 English Language Arts Comprehension and Collaboration 3. Ask and answer questions
about what a speaker says in order to gather additional information or clarify something that is not
understood. (1)

CC.2.SL.3 English Language Arts Comprehension and Collaboration 3. Ask and answer questions
about what a speaker says in order to clarify comprehension, gather additional information, or deepen
understanding of a topic or issue. (2)

CC.K.L.4 English Language Arts Vocabulary Acquisition and Use 4. Determine or clarify the
meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and
content. (K)

CC.K.R.I.4 English Language Arts Craft and Structure 4. With prompting and support, ask and
answer questions about unknown words in a text. (K)

CC.K.R.L.4 English Language Arts Craft and Structure 4. Ask and answer questions about
unknown words in a text. (K)

CC.1.L.4 English Language Arts Vocabulary Acquisition and Use 4. Determine or clarify the
meaning of unknown and multiple-meaning words and phrases based on grade 1 reading and content,
choosing flexibly from an array of strategies. (1)

CC.3.SL.1.d English Language Arts Comprehension and Collaboration d. Explain their own ideas
and understanding in light of the discussion. (3)

CC.3.W.8 English Language Arts Research to Build and Present Knowledge 8. Recall information
from experiences or gather information from print and digital sources; take brief notes on sources and
sort evidence into provided categories. (3)

CC.K.R.F.4 English Language Arts 4. Read emergent-reader texts with purpose and understanding.
(K)

CC.K.R.L.1 English Language Arts Key Ideas and Details 1. With prompting and support, ask and
answer questions about key details in a text. (K)

CC.K.R.I.2 English Language Arts Key Ideas and Details 2. With prompting and support, identify
the main topic and retell key details of a text. (K)

CC.K.R.I.3 English Language Arts Key Ideas and Details 3. With prompting and support, describe
the connection between two individuals, events, ideas, or pieces of information in a text. (K)

CC.K.R.I.7 English Language Arts Integration of Knowledge and Ideas 7. With prompting and
support, describe the relationship between illustrations and the text in which they appear (e.g., what
person, place, thing, or idea in the text an illustration depicts). (K)

CC.K.R.I.8 English Language Arts Integration of Knowledge and Ideas 8. With prompting and
support, identify the reasons an author gives to support points in a text. (K)

CC.K.R.I.9 English Language Arts Integration of Knowledge and Ideas 9. With prompting and
support, identify basic similarities in and differences between two texts on the same topic (e.g., in
illustrations, descriptions, or procedures). (K)

CC.2.R.F.4.a English Language Arts a. Read on-level text with purpose and understanding. (2)

CC.1.R.L.1 English Language Arts Key Ideas and Details 1. Ask and answer questions about key
details in a text. (1)

CC.1.R.I.2 English Language Arts Key Ideas and Details 2. Identify the main topic and retell key
details of a text. (1)
CC.1.R.I.3 English Language Arts Key Ideas and Details 3. Describe the connection between two
individuals, events, ideas, or pieces of information in a text. (1)

CC.1.R.I.5 English Language Arts Craft and Structure 5. Know and use various text features (e.g.,
headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a
text. (1)

CC.1.R.I.6 English Language Arts Craft and Structure 6. Distinguish between information provided
by pictures or other illustrations and information provided by the words in a text. (1)

CC.1.R.I.7 English Language Arts Integration of Knowledge and Ideas 7. Use the illustrations and
details in a text to describe its key ideas. (1)

CC.1.R.I.8 English Language Arts Integration of Knowledge and Ideas 8. Identify the reasons an
author gives to support points in a text. (1)

CC.1.R.I.9 English Language Arts Integration of Knowledge and Ideas 9. Identify basic similarities
in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or
procedures). (1)

CC.1.R.I.10 English Language Arts Range of Reading and Level of Text Complexity 10. With
prompting and support, read informational texts appropriately complex for grade 1. (1)

CC.1.SL.2 English Language Arts Comprehension and Collaboration 2. Ask and answer questions
about key details in a text read aloud or information presented orally or through other media. (1)

CC.2.R.L.1 English Language Arts Key Ideas and Details 1. Ask and answer such questions as
who, what, where, when, why, and how to demonstrate understanding of key details in a text. (2)

CC.2.R.I.2 English Language Arts Key Ideas and Details 2. Identify the main topic of a
multiparagraph text as well as the focus of specific paragraphs within the text. (2)

CC.2.R.I.3 English Language Arts Key Ideas and Details 3. Describe the connection between a
series of historical events, scientific ideas or concepts, or steps in technical procedures in a text. (2)

CC.2.R.I.5 English Language Arts Craft and Structure 5. Know and use various text features (e.g.,
captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or
information in a text efficiently. (2)

CC.2.R.I.6 English Language Arts Craft and Structure 6. Identify the main purpose of a text,
including what the author wants to answer, explain, or describe. (2)

CC.2.R.I.7 English Language Arts Integration of Knowledge and Ideas 7. Explain how specific
images (e.g., a diagram showing how a machine works) contribute to and clarify a text. (2)

CC.2.R.I.9 English Language Arts Integration of Knowledge and Ideas 9. Compare and contrast
the most important points presented by two texts on the same topic. (2)

CC.2.R.I.10 English Language Arts Range of Reading and Level of Text Complexity 10. By the end
of year, read and comprehend informational texts, including history/social studies, science, and technical
texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of
the range. (2)

CC.2.SL.2 English Language Arts Comprehension and Collaboration 2. Recount or describe key
ideas or details from a text read aloud or information presented orally or through other media. (2)

CC.3.R.L.1 English Language Arts Key Ideas and Details 1. Ask and answer questions to
demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3)

CC.3.R.I.7 English Language Arts Integration of Knowledge and Ideas 7. Use information gained
from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the
text (e.g., where, when, why, and how key events occur). (3)

CC.3.R.I.9 English Language Arts Integration of Knowledge and Ideas 9. Compare and contrast
the most important points and key details presented in two texts on the same topic. (3)

CC.3.R.L.2 English Language Arts Key Ideas and Details 2. Recount stories, including fables,
folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain
how it is conveyed through key details in the text. (3)

CC.3.SL.2 English Language Arts Comprehension and Collaboration 2. Determine the main ideas
and supporting details of a text read aloud or information presented in diverse media and formats,
including visually, quantitatively, and orally. (3)

CC.3.SL.3 English Language Arts Comprehension and Collaboration 3. Ask and answer questions
about information from a speaker, offering appropriate elaboration and detail. (3)

CC.3.W.7 English Language Arts Research to Build and Present Knowledge 7. Conduct short
research projects that build knowledge about a topic. (3)
CC.2.R.L.10 English Language Arts Range of Reading and Level of Text Complexity 10. By the
end of the year, read and comprehend literature, including stories and poetry, in the grades 2-3 text
complexity band proficiently, with scaffolding as needed at the high end of the range. (2)

CC.3.R.L.10 English Language Arts Range of Reading and Complexity of Text 10. By the end of
the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the
grades 2-3 text complexity band independently and proficiently. (3)

This lesson plan is subject to copyright by the American Library Association and may be used for the noncommercial purpose of scientific or
educational advancement granted by Sections 107 and 108 of the Copyright Revision Act of 1976. Address usage requests to the ALA Office of
Rights and Permissions.
 Literacy First/Common Core Lesson Plan Template
GUIDE
Objective(s):
CC: What is the purpose of this lesson? What will the students know, or be able to do, at the conclusion of this lesson?
CC: What are the essential questions students will need to be able to answer?
CC: How are the outcomes of this lesson relevant in the real world? Why are these outcomes essential for future learning?
CC: What Common Core anchor standard(s) will be addressed?
APK Warm-Up (20%):
CC: What do students need to know in order to process the content of this lesson?
CC: What strategies will I use to determine the students background knowledge?
CC: What do students already know? What lead you to the determination?
Explicit Instruction by the Teacher (TIP) 20%:

CC: What is the role of the student during TIP? ME

CC: What strategies will you use during TIP to insure that students are engaged at a high level? WE

Student Active Participation(SAP) 45%:

CC: How will reading and writing be integrated to develop comprehension, fluency, and communication skills? TWO

CC: What Habits of Mind and/or Depth of Knowledge will students demonstrate in this lesson?

CC: How will the learner use information from TIP in a different context?

CC: What technology will students utilize to demonstrate their understanding?

CC: What is the role of the teacher during SAP?

ISS: Identify Student Success (15%) Experience 75-95% success rate YOU
CC: What are the identifiers throughout the lesson to determine ISS?
CC: What formative assessments will be used to make determination for next steps in instruction?

Monitor and Adjust

These are basic guidance components for lessons that are a part of Common Core purpose for College
and Career Readiness, but not exclusive. Other components connect with anchor standards and depth
of knowledge. For January:
What is the progression to obtain student thinking at a level 4?
How did this lesson reflect a shift in instruction from previous lessons?
How did this lesson cognitively engage students?
Read for the Record Otis by Loren Long Name_______________

What kind of message does the author want the reader to get from this
book/story?

What are the problems the main character faces and how are they solved?

How is a tractor like a person?

How can this story relate to something in your life?

What is the conflict the characters in your book experience, and what are you
learning about them through this conflict?

What events and people cause the main character to change?

Before reading this book/story, what were your predictions about the
characters?
Which character can you connect with the most in your book?

If you were presenting in front of a group of people, how would you prepare?

Personification is when an object or animal is given human characteristics. Provide

an example of personification from the story.

Personification is when an object or animal is given human characteristics. Provide

an example of personification from the story.

Human offspring are called children. What are the names of the baby animals
mentioned in the story?
Which character would you like to have as a friend and why?

How would you solve the problem that the main character has?

Who is someone who is kind, works hard, and loves to play?

How would you rescue an animal or a person stuck in a muddy pond?

Human offspring are called children. What are the names of the baby animals
mentioned in the story?

In what other way could the animal be freed?

What ideas have you gotten from this book for a story of your own?

What kind of people should read this book and why?

What information or knowledge did you already have that helped you to
understand this book better?

Which part of what you read today were you able to visualize the best
and why?

While you were listening or reading today, what did you picture in your
mind about the story?

What issue in your book is the most interesting? Upsetting? Familiar?

Ridiculous? Confusing?
Which part of the story caused the most intense feelings in you?

How has this story changed your thinking?

Why do you think the author wrote this book/story?

How do the details that the author uses affect you, as the reader?

What have you learned in your book that will be helpful to you in
another class or at another time?

Alliteration is consecutive words that have the same beginning

consonant sound. Create an example of alliteration.

Onomatopoeia is the formation of words that sound like their meaning.

Provide five examples of onomatopoeia.
 Read for the Record Story Reaches
Emporia Children
October 3, 2013

An international literacy campaign swept

through Lyon County last week with more
than 1,463 children reading or listening to
the same story on the same day.
Otis by Loren Long was selected
as the 2013 Read for the Record
book. The book was read to an
estimated two million children
around the world as part of the
annual Read for the Record event.
The campaign brings together
children and adults to read the same
book on the same day, while promoting the importance of early childhood education.
In Emporia, the Flint Hills Chapter of Phi Delta Kappa sponsored the activity by
providing books and certificates of participation. The books were then donated to
the school libraries. PDK members asked classroom teachers, school librarians, and
high school student volunteers to read the story to students in the Emporia Public
Schools, Sacred Heart School, Olpe Elementary School, Americus Elementary, Council
Grove Elementary School, and the Emporia Public Library Thursday. The story also
was available in Spanish. RecXtra supported this event after school.
This is the fifth year Emporia students
participated in the Read for the Record
Campaign, and the goal was set at 1,000
students. Carmaine Ternes, Emporia High
School librarian and PDK member, reported
that over 1,463 students heard the story this
year.
Read for the Record is sponsored by
Jumpstart and the Pearson Foundation.
Jumpstart was founded in 1993 at Yale
University to help children in low-income
neighborhoods get the jumpstart they need in
preschool to be successful in life.

Top photo: Brianna Francis read to RecXtra students at Village School.

Bottom photo: Mercedes Rodriguez read to RecXtra students at William Allen White School.

Details are available at http://www.usd253.org/home/ehslib and http://www.jstart.org/campaigns/read-record

Yami Lozano reads to Logan Avenue students. Logan Avenue Library Listeners

EHS Library Display EHS Spartans

EHS Participants Village School Participants

 Read for
the Record

Why are we here?

http://www.jstart.org/campaigns/read-record
 Read for the Record
We are gathered to celebrate reading
with other students across the nation!
We are preparing you for a big
presentation day!
Welcome
http://www.youtube.com/watch?v=A4uykLrVnu0
Author Interview
http://www.youtube.com/watch?v=KdUIu0D02pI
 Read for the Record

Old McDonald Singalong

http://www.youtube.com/watch?v=ErchytxGfC0
 Share One Give One
Record three facts, concepts, or skills
you learned today.

Students circulate to find three

different peers to complete the back
three boxes with additional facts,
concepts, or skills learned today.
 Read for the Record Otis by Loren Long - 3 October 2013
To prepare: Display a paper or online version of a calf and tractor in their natural environment
for all students to see.
Introduce yourself: I am ___________, a student at Emporia High School, and am pleased to
join you today to celebrate Read for the Record! Students across the nation are reading and
listening to the same book, Otis by Loren Long.
FYI: Otis may be small but very strong. Children can read informational books about
tractors and farm animals.
Before Reading:
1. Please look at the book cover and listen to the title, Otis.
2. Turn to a shoulder buddy and quietly share one answer. Randomly ask students to share.
Optional Question: If you could be a farm animal, which one would you choose?
Optional Question: What color is your animal?
Optional Question: If you play with someone who does not think you are friendly, strong,
or smart, how do you feel?
Read the book once carefully pronouncing words and using an appropriate level of excitement!
Read the book again with actions: Explain to students: they can make the appropriate sounds
including facial expressions and body language. When they hear the word Otis, students sound
like a tractor, putt puff puttedy chuff! Students can identify a picture, a sound, and a color
for each tractor and animal.
During Reading:
1. Students can sit or stand in place and act the part of an animal.
2. If you wish to emphasize ONOMATOPOEIA, you may introduce words that imitate the
sound associated with their meaning like purr. What sound does a calf make? chicken?
3. You may reinforce ALLITERATION, words that have the same beginning consonant
sound, like putt, puff, puttedy!
4. PERSONIFICATION is when an object or animal is given human characteristics. Provide
an example of personification from the story.
5. If you were stuck in the mud, how would you feel?
6. How would you help a friend or animal stuck in the mud?
7. Question for shoulder buddies to answer: If you play with someone who does not think
you are friendly, strong, or smart, how do you feel? What does it mean to COOPERATE?
After Reading Options:
1. Think of all of the fun sounding words you can create as a writer, singer, or farmer.
2. If you have time, have students measure the size of farm animals.
3. Use markers or crayons to create a mural of a barn with the farm animals.
4. Display a picture indicating each animals habitat. Where have you seen these animals?
5. Sing Old MacDonald!
6. Conduct a sink or float experiment. Which objects sink? Which objects float?
7. How much force is required to pull the sinking calf from the muddy pond?
8. Read the Spanish version and the English book, then reflect and compare.
9. Translate the book into other languages.
*Record the number of students participating ____________ and distribute certificates.