Thursday, October 23, 2014


Kindergarten teachers are using apples at their theme this week, so we extend the concept to the library, with an apple folk tale, plenty of choices for action rhymes and poems, and videos galore.

 See above!
Bring students to carpet, get them settled.

Welcome Song (To London Bridge is Falling Down)

        Welcome to the library, library, library. Welcome to the library,
        Please come inside and read. 

        We’re glad to have you here today, here today, here today. 
        We’re glad to have you here today, today’s a special day.

Finger play: This is Big (source: traditional)

Wiggle Fingers, Wiggle So, Wiggle High, Wiggle Low.
Wiggle Left, Wiggle Right: Wiggle Fingers OUT of SIGHT!

Library Expectations- “4 finger rules” of the library: (source M. Lynn)
quiet (1 finger to mouth)
watch teachers (2 fingers to eyes)
listen to stories and directions (3 fingers cup ears)
and always walk (4 fingers make floor, other hand makes 2 walking fingers.)

Mystery Bag:  What’s inside the mystery box today?  The object inside the box will give us a clue what our story time is going to be about.  (Object this week is pie pan, or you could use apple slicer or another cooking tool!)

We are passing the mystery bag around today.  What does this object feel like?  What words can we use to describe it? (flat, round, lightweight.)  Students may observe it has a noise if you tap it… it’s an aluminum pie plate, something we use to make delicious apple pie!)

Word of the Week: say it, syllabicate it TEACHER draws it in the air, invites students to “air write” with her. 

English:  Apple
Spanish:  Manzana (Mahn-TZAH-nah)
ASL sign: (
  (Sign language is a real language where people use their hands to communicate.  The sign for apple – pretend your cheek is the apple and that your finger (hook right index finger) is the stem.  Now pull the stem off (two quick turn/pulls)  That’s apple.)

 That Apple Is Mine! by Katya Arnold.  Holiday House, 2000.

Before: This book is a folk tale; that means it’s an old, old story.  Like in many folk tales, the animals are the characters, and they can talk.  In this book, they have an argument.  Have you ever fought with someone over something you both wanted?  It’s not fun, and sometimes it’s hard to decide how to stop fighting. See if you can follow along and find out how the animals settle their argument.

During: Look for the little worm…a cute visual motif.

AfterWas that a good solution to their problem? (Most will agree yes, but many kids are concerned that the worm didn’t get a bite of the apple!)

Action Rhyme: Way Up High In The Apple Tree (Source unknown!)
Way up high in the apple tree          standing, arms high like branches
Two little apples smiled at me          make fists
I shook that tree as hard as I could  shake your whole body
Down fell the apples                         touch the ground
MMM! They were good!                    Pretend to eat the “apples”

Dozens more great rhymes and songs about apples at

Worm wiggled into an apple
Worm wiggled into the core
Worm wiggled OUT of the apple
I just can’t eat anymore!

Before Reading:  As we read in previous book, we know worms love apples.  How would you feel if you ate an apple and found a worm hole?

During Reading:  Read the poem.  Listen for rhymes, point them out.

After Reading: Involve action make up hand gestures or have students wiggle like a worm in their seat as they re-read poem.

As an alternative, more mature students may enjoy “Johnny Appleseed” by Rosemary and Stephen Vincent Benet.  The illustrated version would give them something to look at to build imagery.

Q: What kind of apple isn’t an apple?
A:  A pineapple.

Q:  If an apple a day keeps the doctor away, what does an onion a day do?
A: Keep everyone away!

Knock-Knock.  Who’s There?
Henrietta.  Henrietta Who?
Henrietta worm that was in his apple!


Alternate Resource
How to Make and Apple Pie and See The World. (Accessed on Discovery Streaming as part of Reading Rainbow.  Running time of segment is 11 minutes, story is last 4 minutes of segment) 
*Also available in print: by Marjorie Priceman, Random House, 1994.

Watching the segment, we start with a discussion of cooking.  What are some things we cook with apples in them?  Levar Burton cooks spaghetti sauce in the beginning of this clip- ask kids to think of a time when they helped cook in the kitchen.  Though the clip isn’t 100% rooted in the theme of the story time, I like it because it does stimulate conversation about doing things together with parents at home, and I hope it encourages kids to get their families to cook together.)

Curious George Meets The Press (This video used to be free online.  Now it’s $1.99.)  Everyone’s favorite monkey learns (accidentally) how to turn an apple into apple cider.  This is a great video, about 10 minutes long, and would be a great tie-in to making spiced cider in class.

1.    Apple Tree.  Cut a big “trunk” and branches from dark brown craft paper.  Have kids color a die-cut apple their favorite apple color (yellow, red or green) and tape their apple to the tree.
2.    Alternatively, there are some great Apple Coloring Sheets on the internet if you don’t want to go through the trouble of making a tree trunk and die-cuts!

If your budget and timing allows, serving gently spiced apple cider in a crock-pot would be a nice touch that smells great, too.

Review: word of week and intent. 

Line Up By: YOUR favorite color apple (red, green, yellow!)
Goodbye Song:
Open, shut them.
Open, shut them.
Raise your hands up high.
Open, shut them.
Open, shut them.
Wave and say goodbye.

Other book resources:
The Seasons of Arnold’s Apple Tree by Gail Gibbons, Voyager Books, 1984.)
This is my go-to book for the apple unit, but I needed a break from it this year.  Back in 2015!

The Apple Pie Tree by Zoe Hall, Blue Sky Press, 1996.
Zoe Hall’s trademark collage art looks appealing in this easy non-fiction book about the yearly cycle of an apple tree.  Short enough for any attention span and full of details!

Other activities
Apple Harvest
time delay video of apples flowering/growing/harvest
apple song
better apple song

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!

This Week’s TEKS:  1 (A) words represented by print
                                    1 (C) 1:1 correspondence word/print
                                    1 (F) Conventions of Print
                                    1 (G) Parts of A Book
                                    2 (B) Identify Syllables in spoken words
                                    3 (A) Identify common sounds letters represent
                                    4 (A) Identify what happens next based on cover, illustration
                                    4 (B) Ask & respond to questions about text
5 (c) sort pictures into conceptual categories by attribute
                                    6 (A) Identify elements of a story: setting character, key events
6 (b) themes of well-known folk tales and fables
                                    6 (C) Recognize sensory details
6 (d) recurring characters and phrases in folk tales
                                    7      Poetry has regular beat, similar word sounds (rhyme, alliteration)
                                    8 (a) retell a main event from a story told aloud
8 (B) describe characters in a story and reasons for their actions
                                    10 (D) use titles/illustrations to make predictions about text
                                    10 (B) retell important facts in an expository text
18 (A)  use phonological knowledge to match sounds to letters
19 (A) ask questions of class-wide interest (with adult assistance)
20 (A) gather evidence from provided text sources (with adult assistance)
                                    21 (A) listen attentively by facing speakers and asking questions
                                    21 (B) Follow oral directions that involve a short, related sequence of events
                                    RC(fig 19) (D)  make inferences based on cover, title, illustrations and plot
                                    RC(fig 19) (A) discuss purpose for reading & listening to various texts
RC(fig 19) (A) discuss purpose for reading or listening to various texts
                                    RC(fig 19) (B)  ask and respond to questions about texts

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