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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.
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Introduction
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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.
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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
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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.)
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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.)
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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 sign: We’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…)
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Resource
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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.
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Action
Rhyme
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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)
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Resource
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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?
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Jokes
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·
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!
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Resource
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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!
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Action
Rhymes
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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.
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Activity:
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Dinosaur Hunter’s License (downloaded and adapted from
For learning their facts, kids earn their DINO HUNTING LICENSE
and can take it home!
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Activity
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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.
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Wrap-up
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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.
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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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