EDPS 5350 Take-Home Literacy Bag RequirementsWhat to BRING on December 3rd OR 5thMAKE UP ONE BAG. If you can’t get the books, bring a picture of the books’ covers.

Total of 1 COMPLETE bag: developed with the provided list of components (see below).The bags must be based on topics that integrate literacy with a core content concept (science or social studies.)Your bag must include and 3-5 books and FIVE activities centered around your book choices. (Please choose 5 activities from the following list: comprehension, writing, fluency (+ a poem), TextTalk, word study (a word sort+ an additional activity), math, art, science, history. Your activities may be integrated (e.g., one activity could bescience/writing; one could be art/science, etc.

Please bring the bag produced to show the class. You might as well make it up. :D

YOU PROVIDE IN YOUR KIT:

Materials Checklist

Booklist: 1. The Very Hungry Caterpillar By Eric Carle2. Are You My Mother? By P.D. Eastman3. I See a Kookaburra! By Steve Jenkins4. My Big Animal Book By Roger Priddy5. True or False: Baby Animals By Melvin Berger and Gilda Berger

Materials kids will need to complete the activities:-Pencil-Tape or staples-Crayons -Scissors-Digital camera-Animals picture cards-Paper plate packet-Habitat packet-Where’s Mama matching cards Activities and comprehension conductors to turn in: -Journal pages-Data sheet-Habitat work sheet-You as an animal journal page

Theme: Investigating Animals!

Standards:

ScienceStandard 4 Life Science. Students will gain an understanding of Life Science through the study of changes in organisms over time and the nature of living things.

Objective 1 Investigate living things.a) Construct questions, give reasons, and share findings about all living things. b) Compare and contrast young plants and animals with their parents. c) Describe some changes in plants and animals that are so slow or so fast that they are hard to see (e.g., seasonal change, “fast” blooming flower, slow growth, hatching egg).

Objective 2 a) Describe the parts of living things. b) Differentiate between the five senses and related body parts. c) Identify major parts of plants, e.g., roots, stem, leaf, flower, trunk, branches. d) Compare the parts of different animals, e.g., skin, fur, feathers, scales; hand, wing, flipper, fin.

Language artsKey Ideas and DetailsReading: Literature Standard 1 With prompting and support, ask and answer questions about key details in a text.Reading: Literature Standard 2 With prompting and support, retell familiar stories, including key details.

Craft and StructureReading: Literature Standard 5 Recognize common types of texts (e.g., storybooks, poems).

Key Ideas and DetailsReading: Informational Text Standard 3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Phonics and Word RecognitionReading: Foundational Skills Standard 3 Know and apply grade-level phonics and word analysis skills in decoding words. a. Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. Fluency

Reading: Foundational Skills Standard 4 Read emergent-reader texts with purpose and understanding.

Research to Build and Present KnowledgeWriting Standard 7 Participate in shared research and writing projectsWriting Standard 8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Presentation of Knowledge and IdeasSpeaking and Listening Standard 5 Add drawings or other visual displays to descriptions as desired to provide additional detail.

(For the purpose of final assignment, include specific standards and objectives. See the example.)

MathDomain: Counting and CardinalityKnow number names and the count sequence.3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

Count to tell the number of objects. 5. Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.

Compare numbers. 6. Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group,

Interactive parent/child activities

1. Memory Purpose: Students will be able to use language arts and creative drawing to describe observed similarities and differences. Use informational text strategies from class.Materials needed: True or False: Baby Animals and Are You My Mother, Where’s Mama matching cards, journal pages, crayons.Steps: Use the Where’s Mama matching cards and lay them out face down! Be sure that they are all mixed up. Flip one card over then another one if you match the baby animal to it’s parent then you keep the cards. If not then turn the cards face down again. Remember were they are. When you are finished with the memory game look at the cards you one and pick your favorite set of baby and parent animal. Journal/ draw what is different about the baby from the parent. How do you know which one is the grown up? Extensions: Expand- Instead of comparing a baby animal to it’s parent, compare/contrast two or more sets of baby and parent pairs with each other. Minimize-If compare contrast is tricky then pick either the baby or parent and list unique/ special things about it and show these in you drawing. You can also draw then circle the specials things but try to write at least to fist and final sounds of words to describe the animal.

2. Habitats Purpose: Students will be able to identify what different animals need for their homes by comprehending unit text. Use informational text strategies from class.Materials needed: Habitats materials packet, I See a Kookaburra!, digital camera. Steps: take out the habitat materials packet. There are three animal cards in it. Layout the cards then dump out the materials. Sort the materials that each animal would need to make their habitat. Why do different animals need different materials for their habitats? Take pictures with the digital camera to record your findings and show the class how you sorted the materials.Extensions: Expand- Look around your house and outside for additional materials for the animals habitats and even try adding an animal of your choosing then collecting or showing things for it’s habitat. Minimize- You may choose to sort the materials for two or even one animal habitat.

3. From Egg to WingsPurpose: Students will be able to recall information from text and order important events/stages by using visuals and manipulative. Use text walk and recall strategies from class.Materials needed: The Very Hungry Caterpillar, scissors, paper plats packet, crayons, Tape/staples. Steps: Use the Paper Plates packet for this activity. There are pictures of the steps that the very hungry caterpillar goes through. Cut these out and put them in order. Now number them (1,2,3..). The paper plats should be stapled or taped together half way around. The paper plates are your caterpillar egg. Color the egg and pictures however you like! Punch holes where you see the big black dots on the pages. Now take the yarn and

tape or staple one end to the inside of your plates/egg. String the rest of the pictures in order on the yarn ending with the butterfly. Staple or tape the end of the yarn to the butterfly. Your final project will be a paper plate caterpillar egg that holds all the stages of the butterfly in it so you can make it hatch!Extensions: Expand- Label the stages along with numbering them for the images that go along with the different steps. Minimize- You may to take out the food/eating stages of the story and focus on just he main parts.

4. Animal MathPurpose: Students will be able to compute mathematical problems by using manipulates and background knowledge from text. Use comprehension strategies from class.Materials needed: My Big Animal Book, Data sheet, blue red and green crayons.Steps: While reading the My Big Animal Book, pay close attention to the characteristics (or things that are special) of the animals. Use the Animals Pictures for this activity and the data sheet to record your answers. 1. Count all the animals and record you answer. 2. Separate the animals with fur in a pile and the animals with out fur in a pile which pile is greater? Write the numbers on the correct sides of the greater than / less than sign. 3. Now put all the animals with wings in a group, the animals with fur in a group, and the animals with scales in a group. Using the rows of circles, color in the first row green for the number of animals with wings, color the next row blue for animals with fur and the last row red for animals that have scales. 4. Now circle the row with the least number of animals. Draw a line under the row with the greatest number of animals.Extensions: Expand- Write your own greater than/ less than problem. Write an addition sentence for the fur animals and the winged animals. Minimize- You may choose to work with 5 of the animals cards to answer the questions.

5. Me The AnimalPurpose: Students will be able to identify and separate letter sounds from their name by matching sounds to animal names and using visuals to aid in communication. Use recall strategies from class.Materials needed: Can look through all the books for ideas and reminders. Use journals pages, pencil and crayons. Steps: Think of and animal that's name starts with the same sound as your name or whose name rhymes with yours. Create a page using the journals pages to add to our class animal book! For example my page would say “Ms. Keller the monkey.” My friend Lauren’s might say “Lauren the lion.” I would then draw a picture of me as a monkey and Lauren would draw a picture of a lion that is like her. Remember that bugs and insects are animals too. Do you best work because this book will be added to our class library for everyone to read!Extensions: Expand- Choose the rhyme instead of first sounds to complete your page. You may also choose to write some descriptive words about the animals you chose. Minimize- Choose the first sound matching for this activity.

Theme-based Book List: Investigating Animals!

1. The Very Hungry Caterpillar By Eric Carle

2. Are You My Mother? By P.D. Eastman

3. I See a Kookaburra! By Steve Jenkins

4. My Big Animal Book By Roger Priddy

5. True or False: Baby Animals By Melvin Berger and Gilda Berger

EDPS 5350 Take-Home Literacy Bag RequirementsTHIS IS ALL YOU TURN IN (email me please. One per team)on December 3rd OR 5th

Name or Team members’ names:______________________________________

Topic for Literacy Bag:_________________________________ Grade Level____

Purpose of the Literacy Bag:

What is your Weekly Essential Question the activities will help answer?

Description (paragraph form) of 5 Activities (include content goals and Materials List: (includes list of books, supplies, and activity cards and/or comprehension constructors kids will need tocomplete the activity).

Book list: (Photos of book covers and titles)