Monday, November 10, 2014


Dinosaurs are fascinating to little kids!  Well, big kids like them, too!  Let’s spend the afternoon in a romping, stomping, roaring celebration of our extinct reptilian friends- the dinos.

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:  I had a little red balloon

I had a little red balloon
Pretend to hold a balloon in between your two hands.
And I blew, and I blew, and I blew.
Pretend to blow up the balloon.
And it grew, and it grew, and it grew.
Spread your two hands further and further apart.
I tossed it up in the air,
Pretend to toss the balloon up with your two hands.
And didn’t let it drop.
I bounced it on the ground,
Pretend to bounce the balloon on the ground with your two hands.
And it went “Pop!”
Clap your two hands together as you shout the word “Pop!”

Variation: Repeat only change the balloon (and your voice) to a great big or a teeny tiny balloon

Library Expectations- “4 finger rules” of the library: (source M. Lynn)

quiet (finger to mouth)
watch teachers (fingers to eyes)
listen to stories and directions (cup ears)
and always walk (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.  A plastic toy dinosaur.)

We are passing the mystery bag around today.  What does this object feel like?  What words can we use to describe it? (hard, spiny, small.) 

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

English:  Dinosaur
Spanish: dinosaurio (DEE-noh-SOAR-oreo) (yeah, I know.  My phonetics can be funny!)
ASL signWe’re going to make a letter D with our hand (like Dog last week) and he’s our dinosaur.  Now he’s going to take three heavy, big dino steps across our body… ready, DINOSAUR!)

TODAY we are doing RHYMING WORDS, too.  What words rhyme with dinosaur?  (Roar, soar, more, explore, oar, door, shore…)

 Dinosaurs, Dinosaurs by Byron Barton (Harper Collins, 1989.)

a.    Pre-Reading:  What do you know about dinos?  This is a very simple picture book.  It might be fun to have kids use their hands and arms to make themselves look like the dinosaurs on the page?
b.   During and After Reading:  Note similarities to animals and people today, even though they’ve been gone a long time.
Action Rhyme
Dinosaurs Lived Long Ago (courtesy Perry Public Library)

Dinosaurs lived long ago
Some walked (stomp feet)
Some swam (pretend to swim)
Some flew, you know (fly)
Some were big (hands high)
And Some were small (hands held low)
Some were Gigantic (hold hands wide)
And VERY tall! (Stretch both arms high)


If you can get a copy of this book, it’s full of great dino poems, many only a few lines long and all with pretty great pictures by the late Arnold Lobel.

Before Reading: Poem today is about T Rex: what do we know about him?

While reading: Listen for rhyming words.

After Reading:  Is this poem true?  What were the rhyming words?  Does the picture “go” with the poem?

·         What do you call a sleeping dinosaur?  A Dino-SNORE!
·         What do you call it when a dinosaur makes a goal in soccer?  A Dino-SCORE!
·         Where do dinosaurs buy their groceries?  At the Dino-STORE!


Prehistoric Actual Size by Steve Jenkins.  Houghton-Mifflin, 2005. 
Pre-Reading:  The first book we read had some basic facts about dinosaurs.  This is a non-fiction book, and it’s called non-fiction because everything in it is true.
During Reading:  Compare animals to things in the child’s world.
After Reading:  Show students the other Steve Jenkins Actual Size books in the library – they can check them out during checkout time!
Action Rhymes
Action Rhyme: “Dinosaurs” by Nancy Klein.

Spread your arms way out wide, fly like a Pteronodon, soar and glide.
Bend to the floor, head down low, Move like Stegosaurus long ago.
Reach up tall, try to be as tall as Apatosaurus eating on a tree.
Use your claws, grumble and growl, just like Tyrannosaurs on the prowl.

Dinosaur Hunter’s License (downloaded and adapted from

For learning their facts, kids earn their DINO HUNTING LICENSE and can take it home!

While they do art projects this week, there are a lot of great ebooks on Tumblebooks and PebbleGo about Dinosaurs.  I kept them engaged with art and video while we checked out books in small groups.

Review: words of the week. 

Goodbye Song:
Open, shut them.
Open, shut them.
Raise your hands up high.
Open, shut them.
Open, shut them.
Wave and say goodbye.

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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