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Kids’ best friend? Dogs, of course! Let's have fun with books, riddles, and crafts all about our favorite pet.
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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. (I used a
dog’s collar and leash, but a dog food bowl or some other object
representing caring for a pet would work, too!)
We
are passing the mystery bag around today.
What does this object feel like?
What words can we use to describe it? (flexible, lumpy, light
weight.) What is it? What do we use it for?
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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: Dog
Spanish: Perro (PEAR-oh. Double r is rolled- I have a hard time with
that and ask my Spanish-speakers to demonstrate for me!)
ASL sign: Sign
language is a real language where people use their hands to communicate. To sign dog, you slap your hand twice on
the side of your leg, like you were calling to a dog to come to you.) (This is actually a modification- the real
sign includes a snap after the slap, but few kindergarteners can snap and I
noticed this frustrated them. Alternatively,
you can do another sign, finger-spelling the D and the G (skip O.) This works pretty well since most of them
are understanding letters pretty well, now.
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Resource
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Bark, George by Jules Pfieffer, Harper Collins, 1999.
a. Pre-Reading: What noise does a dog
make? (Yes, let them do it!) Bark,
George is a funny story about a dog that does NOT go “ARF.” Let’s read and see how his mamma solves the
problem of a dog that does not say “ARF.”
b.
During Reading: involve students by asking them to make the
animal noises along with you and pointing out the problem (dog makes wrong
noises) and solution (take dog to vet, vet pulls out various animals George
has swallowed.)
c.
Reflection: Retell story by
picture walking: this is a good opportunity to talk about problem/solution
again and predict what mamma will do next (take him back to the vet? Teach him not to swallow animals?)
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Action
Rhyme
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Can you hop like a
rabbit?
(Begin in standing position. Have child mimic your actions.)
Can you hop like a
rabbit? (Put hands to ears and hop)
Can you jump like a
frog? (Crouch down and jump)
Can you fly like a bird?
(Wave arms, as if flying)
Can you run like a dog? (Run in place while ‘dog paddling’ with hands)
Can you walk like a
duck? (Place hands on hips and waddle)
Can you swim like a fish? (Make wave motions with hands)
And be still, like a
good child – (Fold hands and stand still)
As still as this?
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Activity
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Caring for Our Dog
Dogs need extra special
care. They are a lot of
responsibility! Who here today has a
pet dog? Who would like a dog some
day? Let’s brainstorm things we need
to do to take care of a dog.
(I have prepared laminated photos with captions taken from Creative
Commons pictures of the most popular topics: a vet, toys, exercise, food and
water, a place to sleep, and LOVE. When
kids come up with something on the list, I hand them the laminated cards and
they can stick them on the board. When
they come up with something new, I write it on the board.)
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Resource
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This book is full of dog
poems with illustrations. Several in
the book are great choices for Kindergarten.
I chose “Oh, Yes, Oh Yes!” because it embodies the playful and
faithful spirit of the dogs I’ve known.
Before
Reading: Ask
your students some things their dogs like: scratches, chasing animals,
eating, sleeping, playing in the park…
While
reading:
listen for the repeated Oh, Yes!
After
Reading: Who is telling this poem- it’s not the
owner, its pretending to be the dog himself.
(This makes the student think about reasons for writing and who the
narrator is.)
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Resource
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JOKES:
What
makes more noise than a dog barking outside your window?
(Two dogs barking outside your window!)
What do
dogs eat at the movies?
(Pup-corn!) |
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Resource
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Perros, Perros! Dogs,
Dogs! By Ginger Gibson Books, © 2006.
I Love Dogs! By Barney
Saltzberg Candlewick 2005
Adorable Dogs/
Perros Adorables!
By Katie Kawa, Gareth Stevens, 2011
These
three books are my favorites for different classes. I love mixing in non-fiction books (the
Kawa title) because it introduces children to different purposes for
writing.
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Action
Rhymes
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Action Rhyme: “Some
Dogs Bark”
Some
dogs bark.
Some dogs growl. Some dogs yip. Some dogs howl. Some dogs wiggle their tails!
(I
have found having the kids on all-4s helps with keeping the crazy behavior
down. If you are OK with a loud
library, this is the action rhyme for you!)
Credit: Perry
Public Library
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Activity:
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Coloring Pages, dogs
Yes, there are lots of dog activities out there, but at this
time of year we are teaching kids how to use shelf markers so I have to keep
a close watch on them- having a couple choices of coloring pages (some are
instructional with letter D and tracing the DOG word too) keeps them happy
while I’m doing library-use lessons!)
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Wrap-up
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Review: word of week and intent.
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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Other book
resources: There’s certainly no shortage of dog books for kids. Favorites include:
Pup
and Hound Series by Susan
Hood
Clifford
Series
by Norman Bridwell
Biscuit
Series
by Alyssa Capucilli
http://www.wegivebooks.org/books/see-how-they-grow---puppy
is an online book you can read: looks interesting if you want to mix some ebooks
in with your print lesson.
Fred
Stays with Me by Nancy Coffelt Little, Brown © 2007, a
great book for biblio-therapy: the protagonist has two homes because of
divorce, but her dog goes with her to both homes.
The Night I followed the Dog is
available in print, online at Storytime Online, as well as on Tumblebooks. It’s more of a 1st or 2nd
grade book, but it’s funny and the times I used it with my Kindergarten classes
they seemed to enjoy it. (The Tumblebooks version has what I think is a pretty
annoying narrator, stick with the Storytime Online version if you can!)
Other
activities
Song: The Dogs Go Marching… http://twigglemagazine.com/February-activities/pet-movement-activity.html
VOCABULARY: Pre-K would benefit from a puzzle where the dog’s
head, body, legs and tail are separated and they have to assemble it, using
those words.
SONG: B-I-N-G-O
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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