Friday, October 25, 2013

K10: Wolves, Part 2 (Three Little Pigs)

KINDERGARTEN LESSON PLAN                                  Week of October 28
Wolves, Part 2 (Three Little Pigs)
ANNUAL TEKS:     
                K19(a)  Students ask questions about topics of class-wide interest  (with adult assistance)
            K19(b)  Students decide which sources/people can answer questions (with adult assistance)
K20(a)  Students gather evidence from provided text sources (with adult assistance)
K20(b)  Students use pictures in conjunction with writing when documenting research
(with adult assistance)

Pacing: 
Compare/Contrast Familiar Stories           Cyber Safety                      Pair Fiction & Non-Fiction
Book Selection                                                 Story Elements              Rhymes
Predictions                                           Procedures                   Print Awareness             
Read Assorted Literature                       Book Care          

Intent: Continue study of the wolf as an animal and a character in traditional stories through time.

INTRODUCTION
  1. Welcome Song:  (Sung to “If you’re happy and you know it”)
If you’re ready for a story take a seat.   If you’re ready for a story take a seat. 
Clap your hands and stomp your feet, Now make your hands all nice and neat. 
If you’re ready for a story take a seat.

  1. Finger Play:  Wiggle Fingers
Wiggle Fingers, Wiggle So.  Wiggle High, Wiggle Low. 
Wiggle Left, Wiggle Right, Wiggle Fingers, OUT OF SIGHT!

Set Library Behavioral Expectations:  Graphic CHAMPS reminder (weeks 4-) https://drive.google.com/#folders/0B3dpaiUKs9aAMHVaT2otdC1Kb1U

  1. Mystery Bag
    1.  Today there are THREE mystery bags. (Straw, twigs, a brick)
                       i.      Feel them
                       ii.     Open/name items
                       iii.    Do you know a story that has all these… plus a wolf?

  1.  Word of the Week:  (Forms a cornerstone of the lesson, aids in understanding and connecting text themes)
    1. English: Villain.  The Villain is a bad guy in a book, the troublemaker.                                 i.      Say it, syllabicate it.  Spell it in the air with two fingers.
    2. Spanish:  Villano (vee-AH – no)
    3. ASL (American Sign Language.)  http://www.aslpro.com/cgi-bin/aslpro/aslpro.cgi  ( since I couldn’t find villain, I went with the signs for evil and character, but use the terms “bad” and “character”  evil= index fingers point in spirals like a long beard from either side of jaw.  Character is letter “c’ spiraled across shoulder to chest.

  1. Pre-Reading   Last week we learned about how wolves are real animals, even though they do not live around where we live.  We read about a big, bad wolf in “Little Red Riding Hood.”  This week, we are going to read about another big, bad wolf in the “Three Little Pigs” stories.  We’ll read a story, then tell it as a play.  We will watch a video about the Three Pigs, too.   Then we will make our own houses, like in the book.  Finally, we will get a new book and go back to class.  Let’s get started.

Story  #1: The Three Little Pigs (Stoneway Books, 1987)
  1. READ.
  2. Reflection:  Use pig masks to re-enact the story.
  3. Jokes: 
Q: What do pigs write letters with?          A: Pig Pens
Q: What kind of pig does karate?               A: Pork Chop

Knock Knock. Who’s There? 
Oink Oink.  Oink Oink Who? 
Make up your mind, are you a pig or an owl?

Tongue Twister: Percy Pig is plump and pink. I like that plump pink pig, I think.

Song: 

Big Bad Wolf /Tune “This old Man” 

Three little Pigs 
Walking down the street 
A big bad wolf they did meet 
So they ran home fast 
and shut the door tight. 
No big wolf will get them tonight. 

A little girl 
Wearing red 
Spied a big bad wolf 
Who said 
"What’s in you basket" 
"May I have a bite" 
"NO," yelled the little girl 
Who ran in fright.

Resource #2: http://video.nhptv.org/video/2238439827/ (Three Little Pigs Video)

http://www.youtube.com/watch?v=ShE27Hst_NM  Walt Disney big bad wolf song

CRAFT:  Students will make three houses – straw, twigs, and bricks.  Template @ https://drive.google.com/file/d/0B3dpaiUKs9aAdWtyVDU4bWlQR1E/edit?usp=sharing 

Check out books

Conclusion
  1. Circle:  This week we met more big, bad wolves… in the 3 little pig story.  Wolves are beautiful and majestic creatures, but people use them as “bad guys” in stories because they are also fearsome and big. 
  2. Closing Song: Open,shut them.  Open, shut them.  Raise your hands up high. Open, shut them, open shut them, wave and say good bye.
  3. Line Up By… Every week, we line up according to different criteria, makes kids pay attention, work on grouping, differentiating among options. Today, line up by birth order – oldest, middle..


Extra Material: 
·         http://www.first-school.ws/puzzlesonline/animals/wolf.htm  (jigsaw puzzle w/wolf, teaches mouse skills, fine motor coordination)
·         Wolf reading list: http://www.kidsplanet.org/tt/wolf/intro/resources.PDF

·         http://www.youtube.com/watch?v=JDukeNflP_M Ray Harryhausen (video, 8 mins.) 

Wednesday, October 23, 2013

20 literacy words to use- even with your youngest children

Reading books with your kids is GREAT no matter how you do it!  But have you ever wondered if there was a way to super-charge your reading time together?  There is!

When you're reading, try sneaking in vocabulary that teachers and librarians use. Your children will do better in school when they understand and use these words related to books and reading, so a little effort on your part now will pay off big for you kiddo later on!

Here are some of the terms teachers use when they discuss books and reading with their primary school classes:

Title * Front cover * Back cover * Pages * Spine * Fiction * Non-Fiction
Author * Illustrator * Table of Contents * Characters * Setting * 
Problem Solution * Beginning * Middle * End
Library (a home library, child’s personal library, school and public library all are libraries!)
Title Page (the paper page inside the book with the title & publishing information is a quick way to find out when a book was published.)
 Newbery Award (check your state/school district for additional book awards. Texas has an annual "2x2 List" for primary students.  The Theodore Seuss Geisel Award is another to look for when reading to young kids.) 

Monday, October 21, 2013

K9: Wolves! (Little Red Riding Hood)

This week, we're reading about wolves!  Halloween is coming, so I felt like being a little scary.  Plus, traditional tales seem to be going the way of cursive handwriting, so I'm doing my part to keep Grimm and other folk tales alive.  This week, it's Little Red Riding Hood (a colleague even lent me an old Red-Grandma-Wolf doll) and next week will be Three Little Pigs.

 KINDERGARTEN LESSON PLAN                                                         Week of October 21
Wolves, Part 1 (Little Red Riding Hood)
ANNUAL
TEKS:    K19(a)  Students ask questions about topics of class-wide interest  (with adult assistance)
                     K19(b)  Students decide which sources/people can answer questions (with adult assistance)
     K20(a)  Students gather evidence from provided text sources (with adult assistance)
     K20(b)  Students use pictures in conjunction with writing when documenting research
(with adult assistance)

Pacing: 
Compare/Contrast Familiar Stories         Cyber Safety                  Pair Fiction & Non-Fiction
Book Selection                                          Story Elements                 Rhymes
Predictions                                                 Procedures                        Print Awareness             
Read Assorted Literature                         Book Care     

Intent:  Introduce children to the wolf as an animal and a character in traditional stories through time.

INTRODUCTION
  1. Welcome Song:  (Sung to “If you’re happy and you know it”)
If you’re ready for a story take a seat.   If you’re ready for a story take a seat. 
Clap your hands and stomp your feet, Now make your hands all nice and neat. 
If you’re ready for a story take a seat.

  1. Finger Play:  Wiggle Fingers
Wiggle Fingers, Wiggle So.  Wiggle High, Wiggle Low. 
Wiggle Left, Wiggle Right, Wiggle Fingers, OUT OF SIGHT!

    1. Set Library Behavioral Expectations:  Graphic CHAMPS reminder (weeks 4-) https://drive.google.com/#folders/0B3dpaiUKs9aAMHVaT2otdC1Kb1U
  1. Mystery Bag
    1.  Today, I’m passing around our mystery bag.  What words can we use to describe the object inside? (soft, large, squishy…) It’s a… doll, a girl wearing a red cape.. or maybe a red hood?  Have you ever heard of  a little girl who wore a red hood? (Solicit previous knowledge on Little Red Riding Hood.)
  2.  Word of the Week:  (Forms a cornerstone of the lesson, aids in understanding and connecting text themes)
    1. English: Wolf.  Say it, syllabicate it.  Spell it in the air with two fingers.
    1. Spanish:  lobo.
    2. ASL (American Sign Language.)  Sign language is a real language where people use their hands to communicate.  Here is the sign for wolf.  We use our hand to draw out his long nose and make his snout: http://lifeprint.com/asl101/pages-signs/w/wolf.htm.  It’s that simple!
 4.  Pre-Reading   Today, we are going start off by looking at some pictures of wolves to learn about them.  Then, we’ll read two stories about wolves and do some wolf coloring.  Finally, it will be time to get some books and go back to class.

Resource #1: (Pebblego WOLVES) (note- typing WOLF will not work -- must use plural!)
  1. READ article together.
  2. Reflection:  What animals do wolves look like?  What similar animals can you think of and why? (dogs, coyotes… 4 legs, fur, tail, snout.)

Story #2:  Little Red Riding Hood Times Two!
                Video:http://www.speakaboos.com/story/little-red-riding-hood (Speakaboo, flash, 6 min)
                Big Book: Little Red Riding Hood (traditional story)
                                Manipulative: Wolf-Grandma – Red Riding Hood puppet.

 Pre-reading : We are going to read an old story called Little Red Riding Hood, but we’re going to listen to two different versions – that is, two different ways of telling the same story.  When we’re through, let’s see if we can tell what is the SAME and what is DIFFERENT between the book and the video.
  1. READ / WATCH
  2. Reflection (Similarities in plot until hunter appears, then way wolf is disposed of differs.)

  1. Jokes: 
Q: What did the wolf say when someone stepped on his foot?
A: Aoooowwwwww! 

Q: What did one wolf say to another?
A: Howl's it goin'! 

Q: What do you call a lost wolf?

What do wolves have that no other animal has?
Wolf cubs! (Baby Wolves)

Knock, knock
Who’s there?
A Fred!
A Fred who?
Who’s a Fred of the Big Bad Wolf

Story #3: Let’s Play in the Forest When the Wolf is not Around (Claudia Rueda, Scholastic, 2006)
 Is actually a song!  Children sing along.

CRAFT:  Wolf coloring page @ http://www.squidoo.com/WolfColoringPages

Check out books
Conclusion
  1. Circle:  Today we learned about a great, beautiful, and fearsome animal-  the wolf.  Next week, we’ll read more about this creature…  Word of week in English, Spanish, and ASL.
  2. Closing Song: Open,shut them.  Open, shut them.  Raise your hands up high. Open, shut them, open shut them, wave and say good bye.
  3. Line Up By… Every week, we line up according to different criteria, makes kids pay attention, work on grouping, differentiating among options. Today people who have a pet at home – name pet, get in line…

Extra Material: 
Themed unit

Video
http://www.youtube.com/watch?v=5CkCpx3CE2Q (video, old fashioned, 8 mins, little chilling)
http://www.first-school.ws/puzzlesonline/animals/wolf.htm (jigsaw puzzle w/wolf, teaches mouse skilss, fine motor coord.)

Wolves find each other by scent --  cool! I might try this next week for part two!   http://www.wolfquest.org/pdfs/Find%20your%20pack%20Lesson.pdf

Wolf reading list


    

Friday, October 11, 2013

10 great ways to build literacy -- in traffic

Honestly, how much time do you and your young ones spend in the car?  Make those minutes count: strengthen reading and pre-reading skills while driving!
           
1.      Sing a favorite nursery rhyme or traditional song. BusSongs.com  has hundreds, with words and music, for free.

2.      Pick a letter and brainstorm how many words you can think of that start with that sound.

3.      I Spy reinforces observation skills.  Try colors, shapes, or starting sound.

4.      Storytelling:  Talk about your day, past, present and future.  What did you have for breakfast?  What will we do after gymnastics?  Being able to discuss sequence is a learned skill and knowing the schedule helps kids feel in control, decreasing potential meltdowns.

5.      Have old magazines, flyers, and books in a location where your child can reach them without help. (I use a behind-the-seat car garbage can.)  While you’re at it, throw in some literacy-building toys, like a tiny whiteboard and marker or etch-a-sketch to encourage scribbling.

6.       Name places as you drive and describe your path.  Use street names, as well as landmarks.  Building awareness of neighborhood landmarks is simple safety, builds your child’s sense of belonging in the community, and can spark memories, too.
a.       Examples:  Are we getting close to home?  I think so, there’s the yellow house on the hill that we walk past after dinner every night.
b.      Look, this is Oak St., the street our friend Marie lives on. 
c.       Remember when we saw the Christmas tree lighting at this park?
d.      We’ll be home as soon as we pass the hospital, the park, and Aunt Charlotte’s house. Look, here’s the hospital now.   Tell me when you see the park!

7.      Tune in to the radio and describe the songs you’re listening to.  (This works best with jazz, classical, or folk music, but any station is fine.)  When kids start to identify abstract concepts like emotions and connect them to concrete things, that’s stretching their thinking minds.  Songs can be happy, angry, mysterious, spooky, or sound like things … butterflies, dump trucks...

8.      Listen to audio books together.  Stop the recording after each chapter and have you child describe what happened, or what might happen next.  Even my small town library has downloadable audiobooks that go straight to my phone.

9.      My favorite “on the way home” talk is something we call “best thing.”  What was the best thing that happened at school today?  What was the best thing we got at the grocery store?  What was the best thing we saw at the museum?  Help your child strengthen his memory and understand the concept of ranking things with this activity.

10.  Letter Recognition.  Use billboards and signs (license plates for older kids) to spot letters… and eventually words.




Thursday, October 10, 2013

K8: Apples

KINDERGARTEN LESSON PLAN                                                         Week of October 14
Apples!
ANNUAL
TEKS:    K19(a)  Students ask questions about topics of class-wide interest  (with adult assistance)
             K19(b)  Students decide which sources/people can answer questions (with adult assistance)
 K20(a)  Students gather evidence from provided text sources (with adult assistance)
 K20(b)  Students use pictures in conjunction with writing when documenting research
(with adult assistance)

1st 6-Weeks Pacing: 
Compare/Contrast Familiar Stories         Cyber Safety                      Pair Fiction & Non-Fiction Book Selection                                        Story Elements                  Rhymes
Predictions                                             Procedures                       Print Awareness             
Read Assorted Literature                             Book Care          

Intent:  Extend classroom teacher’s unit on apples to the library.

INTRODUCTION
  1. Welcome Song:  (Sung to “If you’re happy and you know it”)
If you’re ready for a story take a seat.   If you’re ready for a story take a seat. 
Clap your hands and stomp your feet, Now make your hands all nice and neat. 
If you’re ready for a story take a seat.

  1. Finger Play:  Wiggle Fingers
Wiggle Fingers, Wiggle So.  Wiggle High, Wiggle Low. 
Wiggle Left, Wiggle Right, Wiggle Fingers, OUT OF SIGHT!

    1. Set Library Behavioral Expectations:  Graphic CHAMPS reminder (weeks 4-) https://drive.google.com/#folders/0B3dpaiUKs9aAMHVaT2otdC1Kb1U
  1. Mystery Bag
    1.  Today, I’m passing around our mystery bag.  What words can we use to describe the object inside? (flat, hard, lightweight.)  It’s a pie pan… and today’s story time is about a fruit we use to make delicious pie – apples.
  2.  Word of the Week:  (Forms a cornerstone of the lesson, aids in understanding and connecting text themes)
    1. English: Apple (clap syllables)
    2. Spanish: manzana (man-tZA-na)
    3. ASL (American Sign Language.)  Sign language is a real language where people use their hands to communicate.  Here is the sign for apple.  Use your right hand to make a little hook, and rub the hook against your cheek twice.  It’s like your cheek was an apple and you were trying to take the stem off the apple. (http://www.babysignlanguage.com/dictionary/a/apple/)
  3. Pre-Reading   Today, we are going to read a few books about apple, both realistic and made up stories.  Next, we will make our own apple tree while we watch a video of Curious George visiting an apple orchard.  Then, it will be time to get your new book for the week before we go back to class.

Story/Resource #1: (The Seasons of Arnold’s Apple Tree by Gail Gibbons, Voyager Books, 1984.))
  1. Pre-reading :  A few weeks ago, we read books about the season of fall.  Today, our first book is called The Seasons of Arnold’s Apple Tree, and it is about a tree in fall, winter, spring and summer.
  2. READ STORY involve students when possible… in repetitive texts, predictions, recalling details. 
  3. Reflection:  Picture walk through seasons, ask students what they learned.
  4. Extension Activity :
a.        Apples & Bananas by Raffi
·         I like to eat, I like to eat, I like to eat eat apples and bananas.
Repeat changing vowel sound of all words to A,E,I,O,U)
b.       Way up high in the apple tree
·         Way up high in the apple tree (hold hands above head)
·         Two little apples smiled at me (make circles with thumb &forefinger)
·         I shook that tree as hard as I could (pretend to shake tree)
·         Down came the apples (lower hand to ground, wiggle fingers)
·         MMMM!  They were good (Take bite, rub tummy)


  1. Jokes: 
What kind of apple isn't an apple? A pineapple.  (source: http://www.jokes4us.com/miscellaneousjokes/foodjokes/applejokes.html)
Why did the apple cry?  His peelings were hurt?
Why did the apple stop running?  He ran out of juice!
If an apple a day keeps the doctor away, what does an onion do?  Keeps Everyone away!

Knock, knock.
Who’s there?
Henrietta.
Henrietta who?
Henrietta worm that was in his apple.

Story #2:  (That Apple is Mine, Katya Arnold Holiday House, 2000.)
  1.  Pre-reading (Look at cover, predict what it will be about.)
  2. READ
  3. Reflection (How did they solve their problem?  Is that what you expected?)

Story #3: Curious George goes to press (PBS)

CRAFT:  Students will color and sign their own apples to add to our class apple tree while the video plays.

Check out books
Conclusion
  1. Circle:  review intent of lesson and word of week in English, Spanish, and ASL.
  2. Closing Song: Open,shut them.  Open, shut them.  Raise your hands up high. Open, shut them, open shut them, wave and say good bye.
  3. Line Up By… Every week, we line up according to different criteria, makes kids pay attention, work on grouping, differentiating among options. Today --


Other suggestions:

Apple Harvest

time delay video of apples flowering/growing/harvest
apple song
better apple song

The Perry Public LIbrary has a fantastic bunch of ideas for activities and books:  http://www.perrypubliclibrary.org/webfm_send/18

Action Rhyme: To Tune of: Mulberry Bush 

All around the apple tree, apple tree, apple tree. 
All around the apple tree, on a frosty morning. 
This is the way we climb the ladder, climb the ladder, climb the ladder. 
This is the way we climb the ladder on a frosty morning. 
-pick the apples 
-wash the apples 
-peel the apples 
-cook the apples 
-eat the apples 
On a frosty morning!




Wednesday, October 2, 2013

K7: Pumpkins

KINDERGARTEN LESSON PLAN                                                         Week of October 7
Pumpkins!!!
ANNUAL TEKS:     K19(a)  Students ask questions about topics of class-wide interest  (with adult assistance)
                                      K19(b)  Students decide which sources/people can answer questions (with adult assistance)
                      K20(a)  Students gather evidence from provided text sources (with adult assistance)
                           
2nd 6-Week Pacing     Pair Fiction & Non-Fiction          Cyber Safety                           Book Selection Techniques        
Build on:  Story Elements/Rhymes/Predictions/Read Assorted Literature/Procedures/ Print Awareness/Book Care  

Intent: Reinforce K curriculum of learning about the plant life cycle through pumpkins.  And have fun doing it.

INTRODUCTION
  1. Welcome Song:  (Sung to “If you’re happy and you know it”)
If you’re ready for a story take a seat.   
If you’re ready for a story take a seat. 
Clap your hands and stomp your feet, 
Now make your hands all nice and neat. 
If you’re ready for a story take a seat.

  1. Finger Play:  Wiggle Fingers
Wiggle Fingers, Wiggle So.  Wiggle High, Wiggle Low. 
Wiggle Left, Wiggle Right, Wiggle Fingers, OUT OF SIGHT!

  1. Set Library Behavioral Expectations: (reinforce / commend examples )

  1. Mystery Bag
    1.  (while passing around) What’s in today’s mystery bag?  Wow, whatever it is, it must be small because it doesn’t feel like anything is in here!  Who can guess what’s in the bag?  Why do you guess that?  (Reveal PUMPKIN SEEDS, listen for students who recognize they’re a seed.) These seeds will grow into the subject of this week’s story time: pumpkins.
  1.  Word of the Week:  (Forms a cornerstone of the lesson, aids in understanding and connecting text themes)
English: Pumpkin
Spanish: Calabaza  (kal-a-BA-za)
ASL (American Sign Language.)  http://www.handspeak.com/word/index.php?dict=pu  
Sign language is a real language where people use their hands to communicate.  Here is the sign for pumpkin.  Hold your left hand out like you were touching the top of a pumpkin, nice and round.  Now take your right hand and flick your middle finger on the top of the other hand, like you were trying to thump the pumpkin to tell if it’s ready to pick.  Flick two times.  That’s pumpkin!

  1. Pre-Reading   In your kindergarten class this week, you’re starting to study apples and pumpkins.  We talk about both these plants in the fall because they are fall foods: if you grew them in your garden here in Texas, they would grow all summer and be ready to eat in the fall.  Today we’re going to learn about how a pumpkin grows in story time, reading books that are stories and another kind of book filled with facts.  Then, we’ll play a computer game that makes us sort pumpkins.  Finally, we’ll check out books and it will be time to go back to class.

Story/Resource #1: (Patty’s Pumpkin Patch by Terri Sloat, © 1999 G.P. Putnam’s Sons)
  1. Pre-reading :  Has anyone ever eaten a pumpkin pie, or pumpkin pancakes?  When pumpkins grow in a garden, we call it a pumpkin patch.  Has anyone been to a pumpkin patch?  What did you see there besides pumpkins?  (Note alliteration of title, spot different animals on the front and back cover.)
  2. READ STORY  
  3. Reflection:  Read author info on back of dust jacket: does Terri Sloat know about pumpkins? (Yes, she lives down the road from a pumpkin patch and she raised them as a child.)  Now let’s think about the book.  How long did it take to grow the pumpkins?  What did Patty have to do to take care of them?  What did the kids who bought the pumpkins do with them?
  4. Poem:   Pumpkin Seeds (author unknown)
 One day I found two pumpkin seeds
I planted one and pulled the weeds.
It sprouted roots and a big long vine
A pumpkin grew; I called it mine
The pumpkin was quite round and fat
I really am quite proud of that.
But there is something I'll admit
That has me worried just a bit.
I ate the other seed, you see
Now will it grow inside of me?
I'm so relieved since I have found
That pumpkins only grow in the ground!

5.       Action Rhyme:   Five Little Pumpkins
Five little pumpkins sitting on a gate;                            Hold up 5 fingers, bend down 1 at a time.
The first one said, "My, it's getting late."
The second one said, "There are witches in the air."
The third one said, "But we don't care."
The fourth one said, "Let's run and run and run."
The fifth one said, "It's Halloween fun."
"Wooooooo" went the wind,                                     Swoosh hand through the air.
And out went the lights.                                             * Clap*
These five little pumpkins ran out of sight.                   Hands behind back.


6.        Jokes:           Q: What do you use to mend a jack-o-lantern? A: A pumpkin patch.        
Q:  What did the jack-o-lantern say to the pumpkin?  A.  Cut it out!
source: http://www.jokes4us.com/miscellaneousjokes/foodjokes/pumpkinjokes.html

TONGUE TWISTER: Patty painted pretty pumpkin pictures.


Story/Resource #2:  Pumpkin Circle: The Story of a Garden by George Levenson © Tricycle Press 1999
  1.  Pre-reading:  Now we switch to a different kind of book – one that is about facts, not a made up story.
  2. READ
  3. Reflection: sequence activity –kids use info learned in book to sequence.  Go back to the book and picture-walk to find correct sequence.

4.      Song:  (Tune: Twinkle, Twinkle Little Star)
Pumpkin, pumpkin on the ground (Crouch down)
How’d you get so big and round? (Stretch arms out wide and then make circle)
Once you were a seed so small (Pretend to hold a seed)
Now you are a great big ball! (Make huge circle with arms)
Pumpkin, pumpkin on the ground (Crouch down)
How’d you get so big and round? (Stretch arms out wide and then make circle)

5.        Computer Game:  Pumpkin Sorter.  Kids practice mouse skills and sorting criteria.

Alternate activity: Video of rotting pumpkin!  http://www.youtube.com/watch?v=TyvN59L4hJU
Check out books

Conclusion
  1. Circle:  Today we learned about the pumpkin life cycle.  They may start from tiny seeds, but pumpkins get BIG!  Who is going to carve a pumpkin at home this year?  Who wants to eat pumpkin pie?
  2. Closing Song :  Open, shut them, Open, shut them.  Raise your hands up high. Open, shut them.  Open, shut them.  Wave and say goodbye.
  3. Line Up By…  paperback/hardback books
  4. High Five the Word of the Week on the door on the way out.