Kinder Activities

A Skill-BASed Activity Book celeBrAting you And Me!
es Includ Me out All Ab cible u reprod et! bookl
Literature-Linked Curriculum Based Multi-Level Enhance Reading and Writing Skills Strengthen Math and Reasoning Skills Expand Vocabulary Skills Learn Graphic Organization Skillsand much more!
BARKER CREEK Glad To Be Me

Text and Illustration Copyright 2008 by Barker Creek Publishing, Inc. All rights reserved. No part of this book may be reproduced in any form without permission in writing from Barker Creek Publishing, Inc., P.O. Box 2610, Poulsbo, WA 98370, USA, except by a newspaper or magazine reviewer who wishes to quote brief passages in a review. If you are employed as a school teacher or an institutional worker, you have the publishers permission to reproduce the lessons in this book to the extent necessary for use in your classroom to accompany your lessons. Purchase of this book does not entitle reproduction of any part of this book for an entire school, district or system. Such use is strictly prohibited. Book Author: Karen Shackelford Collaborator: Michelle Wilson Illustrators: Michelle Wilson and Terri Oberg Graphic Designers: Jennifer Pickett and Vickie Spurgin Printed in the USA ISBN: 978-1-928961-09-3 Item Number: LLGM-105
By Karen Shackelford
A Skill-Based, Literature-Linked Activity Book

Other books in this series include: Bunches of Bugs Dinosaurs Galore Falling Into Colors Farm-tastic Giddee Up! Round Up! Penguins & Mittens Rocket to the Moon Tails of the Sea Zoobilee The following E-Books are available at www.barkercreek.com
P.O. Box 2610 Poulsbo, WA 98730 www.barkercreek.com 800.692.5833
ABC, 123 and the Coconut Tree Caps, Hats and Monkeys Under the Big Top
Welcome to Glad To Be Me!

Skill-based, literature-linked lessons celebrating You and Me!
The format of this book is easy to follow. After a brief introduction, the book moves through each section with corresponding literature, skills and activities appropriate for pre-kindergarten through 3rd grade classrooms. Along with each book title, poem and story, detailed lessons are provided. Objectives, materials needed and step-by-step instructions are included for each specific activity. A reproducible student booklet, pictures, and patterns are provided in the appendix (pages 58-96) and are referred to in each corresponding lesson. There is also an Enrichment section (pages 47-56) filled with fun activities to use with your choice of literature. To maximize learning and enjoyment, we have found that a two-to-three week timespan is best for teaching the lessons in this book. We hope you and your students have a great time getting to know each other with Glad To Be Me. Enjoy!
Karen Shackelford
About the Author Karen Shackelford is a former classroom teacher and the author of the Building FUNdamentalstm series. Several of her books have received the prestigious Teachers Choice Award.
Skills covered in Glad To Be Me

Yes/No questions Reading Oral language development Rhyming words Color words Opposites Pronouns Following directions Vocabulary development Name recogniton Alphabetical order Capitalization Beginning sounds Comprehension Listening Descriptive writing Recall Reasoning Comparing/contrasting Higher level thinking Compound words Ing action words Phonics Classifying Quantity Graphing Greater/less Measurement Sequencing (smalllarge) Counting by 1s, 5s, and 10s Pennies, nickles, and dimes Study of another culture (Japan) Teamwork
Table of Contents
About This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Recommended Book List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Getting Ready/Home Connection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Activities for: All About Me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 I Like Me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Chrysanthemum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Crow Boy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Charlie the Caterpillar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Hands and Feet Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Related Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Appendix: Booklet, Pictures, Patterns & Activity Sheets . . . . . 58-96
About This Book

Everyone is special and unique from head to toe. The way we think, the way we look, and the way we live are some of the attributes we discover when studying about ourselves. In this book, you will find a variety of activities covering a wide range of topics including likes and differences, names, growth and change, and hands and feet. Glad To Be Me incorporates critically acclaimed childrens literature (see page 5) as the foundation for providing students with fun and meaningful lessons. Glad To Be Me featured activities include: All About Me reproducible student booklet Various NAME activities Chasing Charlie special event Hands and Feet enrichment section Im Glad Im Me original poem and activities We Are All Unique writing prompt Feet are Neat original poem and activities Fabulous Freckles classroom management idea Name Bingo Easy to follow, detailed lessons and much more!
Glad To Be Me 2008 Barker Creek Publishing, Inc. www.barkercreek.com
Recommended Book List

Many of the lessons in Glad To Be Me are designed to be taught in conjunction with reading critically-acclaimed childrens literature. These recommended books are listed below and should be readily available from your school and public library:
I Like Me by Nancy Carlson, published by Penguin Young Readers Group Chrysanthemum by Kevin Henkes, published by HarperCollins
This books main character is a charming pig who shows that, sometimes, the best friend you can have is yourself. Activities for this book are on pages 15-18. Chrysanthemum loved her name. It was absolutely perfect, until she went to school. Activities for this book are on pages 28-36.
Crow Boy by Taro Yashima, published by Penguin Young Reader Group
This Caldecott Honor Book is about a shy Japanese boy, named Chibi, who seems different from the other children in school. His courage earns him the name Crow Boy. Activities for this book are on pages 37-41.
Charlie the Caterpillar by Dom DeLuise, published by Simon & Schuster
When he suddenly becomes popular after turning into a beautiful butterfly, Charlie puts his conditional friends in their place and reaches out to other friendless caterpillars. Activities for this book are on pages 42-46.
All of the LastingLessons books and poems listed below are included in their entirety in this book:
Im Glad Im Me A LastingLessons reproducible poem
Poem is on page 19. Activities for this poem are on pages 20-23.
Fabulous Freckles A LastingLessons reproducible poem All About Me A LastingLessons reproducible booklet Feet are Neat A LastingLessons reproducible poem
Poem is on page 24. Activities for this poem are on pages 24 and 84. Booklet is on pages 59-71. Activities for this booklet are on pages 7-14. Poem is on page 52. Activities for this poem are on pages 53-56.
A list of other popular childrens books that relate to this unit is on page 57.
Related Reading
Getting Ready
Before beginning Glad To Be Me, read through the entire unit. Find the activities for your age group or adapt other lessons. This unit works well for the beginning of the school year. Take note of the Chasing Charlie activity on pages 45-46. Youll find the Fabulous Freckles classroom management idea on page 24. Also, you may want to begin the Personality of the Week on page 14 as soon as you launch your Glad To Be Me unit study. Start your year on the right foot with lessons that last!
Home Connection
When you send letters to a childs home, you open the door to communication. Creative forms for letters to parents are supplied on pages 95 and 96. Use these Home Connection letters to communicate the theme being studied, skills you will be covering, notices of special activities and their corresponding dates, and requests for supplies and volunteers.
Activities for
A LastingLessons Reproducible Booklet
All About Me
Preparation:
Make enough copies of the booklet on pages 59-71 for each student. Do not assemble. On the following pages you will find directions for a thirteen-page booklet. Provided are directions and extension activities for each page. We suggest that you focus on one booklet page a day, color it, and take up the pages when finished. When all of the pages have been completed, put them together with a hole punch and yarn. You may want to make a book for yourself, (modeling for the younger students). They will enjoy getting to know their teacher, too. Display these books for Open House or show them off during parent-teacher conferences.

Activities for
Some Suggestions:
This booklet works well for the beginning of school. The pages may be completed within the first week or two of school for the older students. Younger students need more time to learn and remember things like their birthdays, addresses, and phone numbers. Provide a special chart with stickers for students who have mastered the involved skills and other basic things such as identification of colors, tying ones shoes, and saying the a-b-cs. For the older students, you may want to include more pages such as favorite books, favorite school subjects, favorite places to visit, likes and dislikes, etc. Also, have them write a few sentences on each page to provide more information.
Please Note: There is a bulletin board display idea on page 13.
All About Me Mystery Box

On the following three pages, you will see this symbol next to each All About Me booklet page. Each day, put the correlated item inside the mystery box before the students get to school. Students ask the attribute questions that can only be answered yes or no. For example, Is it square? Continue with the questions until a student has made the right guess. Do this activity before doing the All About Me page.
Continued activities for
Front Cover
Discuss the word me and how it is spelled. Practice writing and reading the word.
Booklet Page 1
Name Page
Give the children a chance to look at themselves in a mirror carefully. Ask them questions about their faces. Example: What color are your eyes? On this page, the student will write his/her name and draw a self-portrait in the mirror. Extension: Pages 14-23 have many activities for the me concept.
Booklet Page 2
Family Page
Have each student draw a picture of his/her family inside the frame. Write the name of each family member next to the appropriate person. Extension: Have students bring a photo of his/her family. Hang these for a wall display entitled Our Special Families. Take a picture of the class and begin a scrapbook for the year.
All About Me
Booklet Page 3
Birthday Page The student will write or dictate his/her birth date and how old he/she is in the appropriate blank. Then have each child draw the amount of candles on the cake reflecting his/her age. Extension: Copy enough birthday cakes from page 89 for each student to have one. The students should color the cakes. Provide a large month graph for students to place their own cake in the appropriate category. (See the example below.) Ask questions using the graph. Write the students names on the cakes with a marker!
Jan Feb Mar Apr May June July Aug Sept Oct Nov Dec
Booklet Page 4
Address Page
Have each student dictate or write his/her own address and color the mailbox. Extension: For a center activity, use blocks or logs to make houses. Extension: Use a map for locating the school, the students homes, etc.
Booklet Page 5
Phone Number Page
Each student can dictate or write his/her phone number and color the phone. Extension: Use the phone for the students to practice dialing their phone numbers. This would also be a good time to teach telephone manners and safety. Extension: For math practice, add up the numbers of each students telephone number. What is the sum? Who has the greatest sum? The least?
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All About Me
Booklet Page 6
Color Page Each student can dictate or write his/her favorite color and color the crayon the appropriate color. Extension: Use real crayons or use the crayon pattern provided on page 88 to graph your students favorite colors! Discuss the results!
reD blue yellOw greeN OrANge purple piNk Other
Booklet Page 7
Hobby Page
Each child can dictate or write his/her favorite hobby. On this page, students should draw themselves enjoying their hobby. Extension: For a special show-and-tell, have the students bring in an item they enjoy. Give them 15-20 minutes of free time outside to enjoy their hobbies.
Booklet Page 8
Favorite Food Page
Each child can dictate or write his/her favorite food and draw a picture of the food on the plate. Extension: 1st and 2nd grade students can bring their favorite recipes to share with the other students. Copy the recipes to make individual booklets entitled Our Favorite Recipes.
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All About Me
Booklet Page 9
When I Grow Up Page Each student can dictate or write what he/she wants to be when grown up and draw a picture. Extension: Use a tape measure or a growth chart for measuring each students height. Record and check every six to nine weeks. Compare to see how much each child has grown.
Booklet Page 10
Hand Page
Have each student make a print of his/her hands by dipping hands in paint or by drawing around his/her hands and coloring them. Extension: See the Hands and Feet section, pages 47-56, for more hand activities.
Booklet Page 11
Foot Page
Have each student make a print of his/her feet by dipping feet in paint or by drawing around his/her feet and coloring. Extension: See the Hands and Feet section, pages 47-56, for more feet activities.
A picture of the class or of you! Students can color the page and put the booklets together. Extension: Have each student write or dictate to you what they like about themselves. Use the Happy Grippers, pages 80-82, to frame their work.
Back Cover
12
Wall Display Idea

Using butcher paper, make a giant telephone, house, mailbox, and a birthday cake. You may enlarge the patterns from the All About Me booklet. As a student learns his/ her phone number, address, and/or birthday, have that student sign his/her name on the appropriate picture. Your students will smile with pride as they see their names in the hall!
13
Personality of
the Week
rite each childs name on a piece of paper and put the names into a hat. Each Thursday draw a name from the hat to chose one student to be the Personality of The Week. Provide a mini suitcase, bag, or any other type of container for the special person to take home to fill with things that tell about the student. These might be pictures of the family, favorite toys, a hobby, favorite books, etc. This could also be a time when the child brings his/her favorite snack to share with other students (this should be optional). A note is provided on page 83 to be sent home attached to the bag. You might want to color and laminate it. On Friday, the student is responsible for bringing back the bag with his/her belongings for show and tell. You may want to set a time limit for sharing. After the student has had time for sharing, he/she may leave the room so that the other classmates can share what they like about the special student. Use the basic body pattern on page 85 to write the comments. You will want to use colored paper, sequins, gold stars, etc., to make it fancy. Give the Personality of The Week the comments to take home to share with family.
Please Note: Provide a paper bag to send the students things back home.
1
Activities for
by Nancy Carlson published by Penguin Young Readers Group
15
Me
After reading I Like Me, do the activities on pages 16-22.
Activities
Me Collages
Make Me collages by having the students cut pictures from magazines that tell something about themselves. For example: A picture of spaghetti might show that the child likes spaghetti. A picture of a dog might show that he/she has a pet dog. Have the students glue the pictures onto a large posterboard cut in the shape of the first letter of his/her name. Hang them up in the classroom.
Whose Voice
Record the students voices individually on a tape recorder. Play the tape for the class to guess whose voice they hear.
16
Me
Activities (Continued)
Invite parents to come and read to the class using their childs favorite book.
My Favorite Book
Have the students tell you, or have them write secretively on a card, the following facts about themselves:
Who Am I?
favorite book favorite color hobbies family etc.
Share each students information with the class and have them guess who it is.
17
Me Mobile
Materials Needed:

paper plates (one per student) crayons markers yarn glue buttons optional: plastic moveable eyes name cards (page 79) manila paper (one per student)
Directions:
Use the paper plates for the faces. Allow the students to decorate the plates to look like themselves by using the yarn, crayons, markers, buttons, etc. Have each child write his/her name (some may need assistance) on a sentence strip or the name card found on page 79. Mount the name tag on posterboard for durability. Give each student a piece of 9"x12" manila paper for drawing a picture of something they like to do. Attach the pieces with tape and hang the Me Mobiles from the ceiling over the students desks.
Directions:
Give each student a basic body pattern found on page 85. They can decorate them to represent themselves. Cut out the completed people and tape to large tongue depressors to make stick puppets.
Activity:
The students can use these for role playing or in the drama center.
Extension:
Ask the students yes and no questions. For example: Do you have a dog? The students answer the questions by raising their puppet for yes and laying it down for no.
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Im Glad Im Me!
by Susan Munguia for LastingLessons
Sometimes I wish I was someone else, but mostly Im glad Im ME! We all have likes and differences as everyone can see. Some of us like to hurry, some like to take our time. Some spend all their money, others save each dime. Some of us are the gigglers while someone is the clown, Some jump off the high board, others climb back down. Some are good at English, some are good at math, Some of us like showers, some prefer the bath. Some of us are quiet, some of us are loud, Some of us like to be alone, some of us like a crowd. Some of us are tall, some of us are short, Some like to play an instrument, some like to play a sport. Some of us are black or brown, and some of us are white, Some of us leave the light on when we go to bed at night. All of us are special as everyone can see, You like you and I like you, but also I like ME!
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Im Glad Im Me!
SKILLS
Reading Oral language development Rhyming words Quantity Color words Opposites Pronouns (optional) Illustrating
Activities for
Please Note: Because of the poems length, you may want to shorten it for the younger students by choosing only some of the lines.
Preparation:
Copy the poem from the previous page onto large chart paper or tagboard and laminate it for class use. For the activities, use an erasable Vis-a-Vis pen.
Activities
ReADING
Read the poem together, then have students volunteer to read it solo. Make enough copies of the Im Glad Im Me poem from the previous page for each student to read and add to his/her poetry folder (a folder in which all LastingLessons poems and other poems can be collected throughout the school year.)
ORAL LANGuAGe DeVeLOPMeNT
Let the students discuss the poem. What do they like (for example: a shower, or a bath)? Graph the results!
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Im Glad Im Me!
RHYMING WORDS
Draw a line under each of the rhyming words (me/see, time/dime, clown/down, math/bath, loud/crowd, short/sport, white/night).
Continued Activities for
QuANTITY (some)
Some being of a certain unspecified number, quantity, degree, etc. Find the word some. How many times does it appear in the poem? (20 times) What are some other words that show quantity? (Examples: much, more, few, many) Discuss the meaning for each and demonstrate the concept using manipulatives.
COLOR WORDS
Find the color words. Draw a circle around each. (black, brown, white)
OPPOSITeS
Find the pairs of opposites and put a box around each. (spend/save, quiet/loud, alone/crowd, tall/short, black/white)
PRONOuNS (OPTIONAL)
In the poem, there are several pronouns. Make a list. (I, me, someone, everyone, us, we, you) To demonstrate the function of a pronoun, replace a pronoun with a name(s). Example: You like you and I like me. Michelle likes Michelle and Karen likes Karen.
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Im Glad Im Me!
ILLuSTRATING
Read the poem and divide it into stanzas. Pair up the students to illustrate each stanza. Begin with this stanza Some of us like to hurry, some like to take our time. Give each student a piece of paper which you have cut creatively in half. One student will draw the first part of the stanza while his/her partner draws the second part of the stanza. The paper halves should fit together.
Continued Activities for
Display Idea
Write the first two stanzas on lined paper and hang at the top of the bulletin board. Write each stanza on a sentence strip and hang with the appropriate illustrations in order going across.
Sometimes I wish I was someone else, but mostly Im glad Im ME! We all have likes and differences as everyone can see.
Write the last two stanzas on lined paper and hang it at the bottom of the bulletin board.
All of us are special as everyone can see, You like you and I like you, but also I like ME!
Please Note: You may have to add more stanzas or use fewer stanzas according to the size of your class.
See the next page for the display idea.

22
Im Glad Im ME!
Sometimes I wish I was someone else, but mostly Im glad Im ME! We all have likes and differences as everyone can see. Some of us like to hurry, some like to take our time. Some spend all their money, others save each dime. Some of us are the gigglers while someone is the clown, Some jump off the high board, others climb back down. Some are good at English, some are good at math, Some of us like showers, some prefer the bath. Some of us are quiet, some of us are loud, Some of us like to be alone, some of us like a crowd. Some of us are tall, some of us are short, Some like to play an instrument, some like to play a sport. Some of us are black or brown, and some of us are white, Some of us leave the light on when we go to bed at night. All of us are special as everyone can see, You like you and I like you, but also I like ME!
Display Idea
23
Classroom Management
Use the poem below to introduce this unit.
Fabulous Freckles
Lets put freckles on these cheeks, It shouldnt take too many weeks. When youre respectful, nice and kind, You will be amazed to find This freckled face will be happy and hearty, Just in time for an I Like Me party.
For LastingLessons by Susan Munguia
Use the Fabulous Freckleless Face pattern on page 84 for the classroom management idea. It can be for individual use or for the class. Using a dark crayon, add freckles as the students earn rewards walking in a straight line, good job cleaning up, listening well, etc. When the face has ten freckles on it, its time to celebrate! See the following pages for possible treats and games.
2
Snack
ilin eS Sm wich Sand
ts: Ingredien
read wheat b tter bu peanut ns raisi er seeds low sunf chips ocolate ch ticks celery s nds ou carrot r
io Instruct
e cen a knife. t out th ad with 1. Cu he bre top of t ter. ients to n cut r ingred utter o h othe eanut b wich wit pread p 2. S en sand e the op rat 3. Deco un faces. make f
ns:
he bre ter of t
ad s
und co ith a ro lices w
okie
(Ideas continue on next page.)

25
Ears to KnEEs
Divide your students into pairs. The teacher is the caller. The students will listen to each set of directions. For example, the teacher might say, ear to knee. One student will place his/her ear to the partners knee. Whichever pair of students is last to ear to knee must sit out until the end of the game. Continue to call out different motions (see calling list below) until only one pair remains in the game. They are the winners.
Please Note: Be sure to encourage children to be careful. The game is best is played in a large, open area. Variation for the younger students: No one gets eliminated from the game.
CALLING LIST:
Foot to Foot Ankle to Hand Cheek to Shoulder Head to Foot Knee to Knee Hip to Shoulder Back to Back Foot to Hip Hand to Hand Elbow to Shoulder Hip to Hip Nose to Nose Hand to Foot Foot to Elbow Ear to Shoulder Hand to Knee
26
. . . . Ball
BouncE!. . . .
The children stand in a circle. Bounce, pass, throw, or roll the ball to someone in the circle. The person passing calls the name of the person receiving. The game continues until everyone has had several turns.
othEr fun gamEs to try:

Simon Says, Hokey Pokey, and Twister!
27
Activities for
Chrysanthemum
by Kevin Henkes published by HarperCollins
28
m in late summer y flowers that bloo show lors most chrysanthemum ll in a variety of co and fa , red, or purple only yellow, white comm er; heat or lack of wat 1 come lim2p as from wilted to be weak or faint; r; droop to become withe lose strength ible, very bad dreadful terr beloved, dear of great value, precious e value; beyond pric of inestimable priceless ming; captivating delightful; char fascinating ay; charming sweet, engaging w tractive in a winsome at r has; jealous; ring of what anothe envious desi resentful feeling or t at the possession eling of resentmen a fe begrudging g by another yment of somethin enjo e or different ting something mor wan discontented ousy udiced through jeal make bitter or prej jaundiced to and envy tfully envious jealous resen ove according which the pieces m ardgame in Parcheesi bo dice to the throw of the
milar meanings. on this list have si e of the words dents look up thes Extension: Many ms. Have your stu nony ith These words are sy r other meanings w y and discuss thei nar words in the dictio the class.
29
Those Bloomin Flowers!

Materials Needed:

Flower face patterns (page 87) yellow, red and purple tissue paper cut into 1"x 1" squares green construction paper scissors glue tape pencils close-up photograph of each student
STePS
1. Trace the flower pattern onto white posterboard. 2. Cut out the flower and the middle dotted circle to make a space for a photo of face. 3. Tape the photo face in the center of the flowers. 4. Decorate the flowers by taking the small tissue paper squares and wrapping them individually around the eraser end of the pencil. Dip the end of the pencil with the paper on it into glue and push down onto the flower pattern. This creates a 3-D look. Continue until all of the flower pattern has been covered. 5. Make a stem with the green construction paper and attach to the flower.
Please Note: Give each student only one color of tissue paper to use for making the chrysanthemums.
Display Idea: Hang up the chrysanthemums along with the Name Bugs (page 34) to make a Bloom Where Youre Planted bulletin board!
30
Special Note on Names

Discuss with your students how Chrysanthemum was proud of her name until she went to school. Explain to your students that names are special; they highlight our individuality. Children enjoy hearing their own name in the classroom. It is important for the children to know and recognize their own name as well as the names of their classmates. Impress upon the students early in the year the importance of learning and remembering the names of other people. The following activities are provided so that name recognition of self and others can be mastered. Listed below are the skills that will be enhanced while working through the activities on pages 32-36.
SKILLS
Name recognition A-B-C order Capitalization Beginning sounds Classifying Graphing
31
hanging names
Materials Needed:

variety of colored paper cut into different shapes approx. 3"x 3" patterns for letters or use precut letters markers glitter glue string or yarn
Activity:
The students should use one shape per letter to spell his/her name. Have each student count the number of letters in his/her name and gather the amount of shapes needed. They can write the letters in pencil, then trace over them with markers and decorate. (Please Note: For the younger students, have the letters prewritten or glued on the shapes for the students to decorate.) Connect the letters by taping them to a piece of string.
32
Preparation
Use the name card pattern on page 79 and copy enough for each student to have two cards. One will be used for the pocket chart activities below and the other for desk or locker tags. PK-K: Write the students names on their cards for them and have them color the card. 1st-2nd: Students can write their own names and color.
Please Note: Mount the cards on posterboard and laminate for durability.
Pocket Chart Activities:

1) name recognition 2) alphabetizing 3) recognizing capital letters 4) classifying: a) boys/girls b) beginning sounds c) number of letters in the names
33
Name Bugs
Give each student a piece of white paper. Fold the paper in half hotdog style, then open the paper (see illustration, below). The student should write his/her name VeRY DARKLY on the creased line. Fold the paper back again and rub with the side of the pencil. This should transfer the name lightly to the other half. Open the paper. If there is no transfer, either the name needs to be darker or rub harder. Trace over the name and connect any unconnected lines to form a name bug. Add antennae, legs, etc. and color.
Please Note: For the younger students, the teacher will need to prewrite the names and help with the folding.
For a cute display Cut around the bugs and hang around the tissue paper chrysanthemums that were created from the lesson on page 30.
Tip: When folding a piece of paper, refer to hotdog style when folding in half the long way and hamburger style when folding in half the short way. Hotdog style Hamburger style
3
Name BiNgo
Using the Schoolhouse Bingo pattern card on page 72, make enough copies on red paper for each student. Write eight different names of your students on each card. Each card should be different! Be sure to include everyones name. Cut the cards out in the school house shape and laminate. Please Note: For yearly use, laminate the cards first, then write the students names with a Vis-a-Vis pen for erasing.
Name Circle
Students should be sitting in a circle. Start with the teacher and go clockwise around the circle. Use the phrase from the story Brown Bear, Brown Bear, by Bill Martin, except instead of using animal names, use your students names. Example: Students Miss Smith, Miss Smith, who do you see? Miss Smith I see Bobby looking at me. Students Bobby, Bobby, who do you see? Bobby I see Seth looking at me.
1st and 2nd The teacher asks a question to a student and the student provides an answer that has the same beginning sound as his/her name. Example: Teacher What is your favorite food, Helen? Helen My favorite food is a hamburger.
35
Have each child count the number of letters in his/her name. Then each student is to come to the graph and record the results using a crayon to color in the appropriate box. The younger students will need help with this!
More than More than 8 letters 8 letters 8 letters 7 letters 6 letters 5 letters 4 letters 3 letters 2 letters 1 2 3 4 5 6 7 8 9 10 11 12 Number of students
After completing the graph, ask questions. Some ideas are given below. 1. How many people have three letters in their name? four letters? five letters? 2. Which amount of letters is the most common? least common? 3. How many more people are there who have six letters in their name than those who have five? 4. What is the sum of those people having eight letters in their name and those having three?
36
Activities for
Crow Boy
by Taro Yashima published by Penguin Young Readers Group
37
Questions about Chibi

SKILLS
Higher-level thinking Comprehension Reasoning Listening
Activity
After reading Crow Boy, ask the following questions: 1. Where does the story take place? 2. What does Chibi mean? 3. What did Chibi carry to lunch every day? 4. From what material was Chibis raincoat made? From what materials do we in the U.S. make our raincoats? 5. Mr. Isobe was the new teacher. What was he like? 6. What did Mr. Isobe like about Chibi? 7. Why did everyone call Chibi Crow Boy?
Please Note: After reading the story Crow Boy, share the information on page 39 about Japanese students. You may wish to make a copy of this for each student to have for a reading assignment. Please see page 40 for more activities relating to Japan.
38
Education in Japan
The Japanese are among the best-educated people in the world. They spend much of their time on their studies and place great importance on education. Almost 100 percent of the people are able to read and write. The Japanese school year does not begin in August or September, as our school year does. Instead, it begins in the first part of April. The students study reading, arithmetic, social studies, science, the Japanese language, reading and writing with letters of the Roman alphabet, art, and handicrafts. Also, the Japanese generally use picture symbols to write their language. They borrowed the Chinese system of writing called kanji to write their own Japanese language. They also use symbols called kana, which stands for different sounds and are put together to make words.
39
Learn More About Japan

Literature extensions:
Read The Dancer by Fred Burstein (Bradbury Press). This book contains familiar words and phrases in English, Spanish, and Japanese. Have Japanese writing available in your writing center. Invite a Japanese person to come and speak to the class. Bamboo Hats and a Rice Cake by Ann Tombert (Crown), is an interesting book using various Japanese symbols in rebus format. Have your students create picture symbols for English words. Put these in a class reference book and have students write letters to classmates using the picture symbols.
How do you Get to School?

SKILLS
Graphing Numbers Greater/Less
Please Note: Before doing the activity below, a good story to read is This Is the Way We Go to School by Edith Baer (Scholastic).
Activity:
Discuss with your class how the Crow Boy and Chrysanthemum got to school (they walked). Make a list of ideas of how students might get to school. Make a graph (see example below) using the pictures from pages 90-92. Determine how each student gets to school and give him/her the appropriate picture to color, cut out, and place on the chart. Discuss the results with your students and ask them questions.
6 5 4 3 2 1 1
other
Possible questions:
1. How many people come to school by riding in a car? Van? Bus? 2. How many more people ride in a van than walk? 3. Which is the most common way of transportation? The least common?
0
We Are All Unique!

SKILLS
Oral Language development Descriptive writing Reading
Preparation:
Make a copy of the We Are All Unique writing prompt on page 73 for each student in your classroom. You will also want to enlarge this onto a piece of poster board for group discussion.
Discussion:
In the story Crow Boy, Chibi was different than the other children in his class. He was different in size. What are some other ways in which people are different? Make a class list.
Use the We are All Unique writing eyes legs fingers prompt to compare and discuss the noses feet hands various differences of the children found ears skin voices in the picture. Have the students first discuss the mouths hair accents picture as a whole. Ask questions to lips bodies get them thinking about the picture. chins necks Next, go from left to right and top to bottom describing the whole picture. Write a separate paragraph for each person in the picture. We suggest taking four to five days for this descriptive writing so that the students go to great detail in describing the people.
Please Note: Do not allow the students to color the picture until the writing process is finished. Since students tend to use color words for their descriptive words, this will ensure more detailed writing.
Activities:
Our Differences
For the younger students, use the enlarged writing prompt and write a class descriptive story together.
1
Activities for
Charliei theCaterpillar
by Dom DeLuise published by Simon and Schuster
2
Charlie Chatter
SKILLS
Listening Reasoning Recall Discuss the questions below with your students. 1. In the story, who did Charlie encounter first? Describe the monkeys attitude toward Charlie. 2. Who did Charlie encounter next? How did they feel about Charlie? 3. Who did Charlie visit on the golf course? What was their attitude toward Charlie? 4. Why did the monkeys, rabbits and mice change their minds and invite the butterfly to play? Was the reason a good one? 5. What quality did they look for in a friend? What quality did Charlie look for in a friend? What qualities do you look for in a friend? 6. In the story, who would you want to be your friend? The rabbits? The mice? The monkeys? Charlie? Why? 7. What can we learn from this story about friendship?
Morals from the story:

We should accept people for who they are and not for how they look. Your words can truly hurt other people.
3
Charlie Chrysanthemum
SKILLS
Comparing/contrasting Higher-level thinking
Comparing
and
Activity:
After reading the stories, Chrysanthemum and Charlie the Caterpillar, use a Venn diagram for comparing likes and differences.
Please Note: The overlapping area represents things in common and the outer areas represent their differences.
extension:
Have the students draw a picture of Chrysanthemum and Charlie being friends.
Option:
Crow Boy may also be used for contrasting and comparing with the above stories.

Chasing Charlie
SKILLS
Teamwork School staff introduction Locate pertinent areas of school (school orientation)
Please Note: The following activity is to occur after reading and discussing Charlie the Caterpillar.
This special event is designed to introduce the students to important people and places on their campus. During this time, explain to the children the importance of working together.
Activity:
1. After discussing Charlie the Caterpillar, tell the children that you have seen Charlie and that he is flying around the school. Have the class set out to find Charlie. When walking from place to place, walk as a giant caterpillar! Each student can hold onto a long piece of green crepe paper or yarn to join the segments of your class. You will need to make up clues, riddles, or symbols for the students that will guide them from staff person to staff person.
Possible staff stops:

nurse librarian secretary music teacher
art teacher VP & principal cafeteria staff PE teacher
2. A paper leaf hangs over the clinic door. The students see the leaf and enter the clinic where they meet the school nurse. She can introduce them to her office and explain to the students what her duties are at school. She may tell them that she did see Charlie, but he is gone now. She can either read the students a clue or say, I think I saw Charlie flying toward the cafeteria! 3. The children can move from place to place in the same manner concluding with the principal. After talking to the principal, he/she can tell the students, Yes, Charlie was here, but he had to leave and go to another school. He left you a surprise in your room. 4. When the students return to the classroom, a special snack can be served see the Butterfly Cupcakes and other correlating activities on the next page. While they eat their snack, read The Very Hungry Caterpillar by Eric Carle (Penguin Young Readers Group). Perhaps the principal can read the story to the class.
5
Chasing Charlie
BuTTeRFLY CuPCAKeS
Make regular cupcakes and frost. Take a small chewy gumdrop and carefully cut two small slits, one on each side with a knife. Insert a small pretzel twist into each slit for wings! Decorate the cupcakes with the butterflies.
More ideas for
Directions:
CATeRPILLARS
Make caterpillars by dipping orange halves into paint and printing onto paper.
Math extension:
After the paint has dried, write a number on each segment. Students can add up the numbers for the Total truth about caterpillars.
BuTTeRFLY FeeT
Make butterflies by tracing around the students feet onto brightly colored paper. Both feet should be together. Cut around the outline of the feet. Color the middle section black for the body and add black antennae. Add glitter to the wings. Follow up with a writing activity on the life of a butterfly.
6
Activities for
The following activities may be used anytime during the teaching of this unit as they can coordinate with any of the literature. Use them as they serve your needs best.
7
Hand facts
A hand is at the end of an arm. There are 27 bones in the hand. Thirty five muscles move the human hand. Hands are specially constructed for taking hold of objects. Our thumbs make it possible to grasp things in the hand. Hands are also used to touch and feel things. Blind people rely on their sense of touch when reading. The human hand also helps people communicate with each other. This is called sign language.
8
Hand ExprEssions
SKILLS
Higher-level thinking Vocabulary building
Activity: Please Note: This activity would be appropriate for 2nd grade and up!
Discuss with your students the expressions below and give examples using each. at hand within reach hand in hand closely associated; holding hands hand over fist quickly and in large amounts hands down easily on hand available on the other hand from the opposite point of view out of hand out of control hand me downs used by one person after being used, discarded, or passed down by another person
Hand-y Words
SKILLS
Higher-level thinking Vocabulary building Cooperative learning Compound words Alphabetical order
Activity:
Divide your students into groups of four or five. Have the students think of words that contain the word hand. Give the groups ten minutes to form lists and be ready to share the meanings with the rest of the class. For the younger students, take a few of the words each day and discuss as a group the meaning of the hand words. Examples: handshake handwriting handbook handspring handcuffs handbag handkerchief handmade handout handsome handball handrail
extensions:
Have the students illustrate a hand word and write a sentence about the picture. Which words are compound words? Make a list. Challenge: Put the words in alphabetical order!
9
a Hand-full of fun!
1. Make handprints by painting on hands and placing hands on paper. 4. Teach the alphabet to your students using sign language.
2. Brainstorm ideas for what our hands can do and draw pictures.
5. Make a list of words that rhyme with hand.
3. Trace around the hand and turn the hand into a creative picture. For example: turkey, octopus, elephant, tree, etc.
6. For a fun physical activity, teach your students some hand jive.
50
oot an f hum The ones. le 4 ank 6b nd 1 Note to Teacher: On a large piece as 2 seven ones, a arches h of butcher paper, cut out a big of are ree pb here ve inste e are th c spring in T foot. Write the facts on the r fi The l elasti The ma ll of the n es, foot. Laminate and hang in a bon es. ba ditio ing. atur your Science Center. You bon e the n r jump e to the e a con the toe vid o n s port might also make copies of ing cau l bo ro at p or walk the hee arches les sup tom of th t f the Foot Facts for your usc bot the om oo he f ches fr own of s and m ers the tprints students fact folders. t rea ent cov foo akd arch A bre Ligam kin that rprints, ge . . ks foot lat foot h, thic Like fin df toug calle The e sole. . d th arch is calle ed foot the nchang s in u son ema t a per r hou t has roug ch foo f th Ea o ack fe. . The b the li toes lled five ot is ca ttom bo fo the d the lled the ca l an Footprints are the impressions hee foot is nails e e made by the ridges on the soles of o of th e. T toes. e l the feet. Footprints remain unchanged so ect th prot throughout a persons life. Footprints provide
FYi abOut FOOtprinting
a means of identification when fingerprints cannot be obtained. Footprints can be used to help identify suspects of a crime, especially in hot areas where people often go barefoot. In the hospital, footprints are made from newborn infants and placed in a file.
Fist Feet
1. Make a fist. 2. Using a brush, paint the pinky side of the hand. 3. Press the painted area on paper. 4. Dip the tip of the pinky into paint and press five times for toes. 5. FEET!
Activity:
Materials Needed:

paper paint paint brushes your hand
51
Feet are N eat

for LastingLessons by Karen Shackelford and Michelle Wilson
Feet are neat, I say, I say. They take me near and far away. Stomping in a puddle, Kicking in a pool, Riding my bicycle all the way to school. Running in a race, Marching in a band, Skipping on the beach in the ocean sands. Jumping with my jump rope, Skating on the ice, Tiptoeing through a library as quiet as mice. Feet are neat, I say, if I may They take me places, near and far away.
Please see the activities on the following pages.

52
Feet are N eat

SKILLS
Reading Oral language Ing action words Phonics
Activities for
Preparation
Copy the poem, Feet are Neat, from the previous page onto chart paper or posterboard. Color, cut out and mount the various feet pictures provided on pages 74-78 onto the chart paper and laminate.
Activities
Read the poem together, then have the students volunteer to read it solo. Make enough copies of Feet are Neat from the previous page for each student and add to his/her poetry folder in which all LastingLessons poems and other poems can be collected throughout the school year.
ReADING/ORAL LANGuAGe
Locate all of the ing action words by circling them with a Vis-a Vis. Have the students actually get up and demonstrate the action words stomping, kicking, riding, running, marching, skipping, jumping, skating, tiptoeing. Option: For the older students, this would be a good time to introduce or review the rules for adding ing to words.
Please Note: For more ing activities see the Extension idea on the next page.
53
ING ACTION WORDS
Feet are N eat

RHYMING WORDS
Draw a line under each of the rhyming words (say/away, pool/school, band/sand(s), ice/ mice, may/away).
PHONICS
Which words have the oo sound? (pool, school) Which words have the long e sound? (feet, neat, me, near, beach) What three vowel spellings are used? (e, ee, ea) Which words have the long a, i, o and u sounds? What vowel spellings are used? Which words have the short a sound? i? e? o? u?
exTeNSION
Brainstorm other ing action words that feet can do hopping, sliding, pointing, tapping, etc. Please see the Feet are Neat bulletin board idea on the next page.
5
Feet are N eat

Bulletin Board Idea
Activity
Using the pattern from page 86, trace one foot for each student onto brightly colored construction paper. Write the ing words brainstormed from the extension lesson from the previous page onto the feet one word per foot. Cut out the feet and place around the bulletin board. Have each student choose an ing word to illustrate. Hang the pictures in the center and entitle Feet are Neat.
Math extensions: (counting by 1s, 5s and 10s)
Cut out two foot patterns for each student. Hang all of the feet in a straight line and count all the toes (counting by 1s). Write the numbers on each toe. After counting all the toes by 1s Count by 5s by writing these numbers on the heel of each foot. Count by 10s by putting a piece of masking tape between each pair of feet. Write the number on index cards and place under each pair of feet. Continue the above activities for several days.
(Activities continue on next page.)
55
Math Extensions:
After the counting by 1s, 5s and 10s activities, take the feet down from the wall and laminate the feet. Using punch-out paper money or plastic coins, have the students place a penny on each toe or number counting by 1s. Count the pennies. How much money does all the pennies add up to? Do the same for nickels, placing one nickel on each foot and counting by 5s. How much money does this equal? Next, do the same for each pair of feet. Place a dime on each pair and count. How much does this equal?
Pennies, Nickels, and Dimes (math center game)
ruling Feet
SKILLS
Measurement Sequencing (smallest-largest) Counting by 1s, 5s, and 10s Pennies, nickels and dimes
Materials Needed:

Activities
Trace around each students shoes onto colored paper and cut the shoes out separately. Write the students name on his/her shoes.
Measurement
Introduce a ruler to the students. Explain that it is marked off into units called inches. Show the students the length of an inch. Explain to the students that 12 inches equals one foot, another unit of measurement. Glue the right shoe on the activity sheet provided on page 93. Be sure the shoe is glued at the beginning of the ruler to insure an accurate measure. Students can measure their shoes by using the ruler and also by measuring with the various manipulative ideas provided beans, paper clips, pennies.
Please Note: This activity should be done in small groups.
ruler colored paper (1 per student) scissors glue activity sheet (page 93) (1 per student) beans paper clips pennies
Sequencing
After the whole class has finished the measuring activity, use the left shoe for sequencing by collecting all the shoes and putting them in order on the chalkboard from smallest to largest.
56
Related Reading
Aliki. My Feet, Publisher: HarperCollins. Aliki. My Hands, Publisher: HarperCollins. Baer, Edith. The Wonder of Hands, Publisher: Macmillan Publishing. Baer, Edith. This is the Way We Go to School, Publisher: Scholastic. Belk, Jane. Now I Am Five!, Publisher: Warner Juvenile Books. Burstein, Fred. The Dancer, Publisher: Bradbury Press. Carle, Eric. The Very Hungry Caterpillar, Publisher: Penguin Young Readers Group. Cassin, Sue and David Smith. Fascinating Facts About Your Body, Publisher: Warner Juvenile Books. Murphy, Joanne Brisson. Feelings, Publisher: Black Moss Press Showers, Paul. How Many Teeth? Publisher: HarperCollins. Showers, Paul. Your Skin and Mine, Publisher: HarperCollins. Simon, Norma. Why Am I Different? Publisher: Albert Whitman & Co. Tombert, Ann. Bamboo Hats and a Rice Cake, Publisher: Crown. Zolotow, Charlotte. I Like to Be Little, Publisher: HarperCollins.
57
APPENDIX .
All About Me Booklet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59-71 Schoolhouse Bingo Pattern . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 We are All Unique Writing Prompt . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73 Feet are Neat Pictures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74-78 Name Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Happy Grippers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80-82 Personality of the Week Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Fabulous Freckledless Face . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Basic Body Pattern . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85 Foot Pattern . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Flower Face Pattern . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Crayons for Graphing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Birthday Cake for Graphing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 How Do You Get to School? Pictures . . . . . . . . . . . . . . . . . . . . . . . . . 90-92 Ruling Feet Activity Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Me Word Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Home Connection Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95-96
58
All About Me Booklet
59
My name is .
This is a picture of me!

60
This is a picture of my family.
There are __________ people in my family.

2
61
My birthday is on .
I am _____ years old.

62
My address is .
4
63
My phone number is .
1 5
6
I like the color .

1 6
65
I enjoy .
7
66
My favorite food is .
8
67
When I grow up, I want to be a .
9
68
This is my hand.
10
69
This is my foot.
11
70
71
Schoolhouse Bingo Pattern
72
We are All Unique Writing Prompt
73
Feet are Neat Pictures
7
75
76
77
78
Name Cards
79
Happy Grippers
80
Happy Grippers
81
Happy Grippers
82
Personality of the Week Letter
Week of:
Dear Parent(s),
en to be The has been chos Your child ss. Please help eek for our cla the W te or special Personality of h his/her favori he bag wit e your child fill t mples might b w and Tell. Exa o things for Sh rite toys, etc. llections, favo ies, co pictures, hobb __________. ms on ______ ese ite . Please send th ____________ ed on_______ be return te The items will ur childs favori ld like, send yo u wou Optional: If yo e have _____ h the class. W wit treat to share class. children in the Thank You! Sincerely,
Personality of
the Week
83
Fabulous Freckleless Face
8
Please Note: Pigtails can be cut off to make a Freckleless Face Boy.
Basic Body Pattern
85
Foot Pattern
86
Flower Face Pattern
87
Crayons for Graphing
88
Birthday Cake for Graphing
89
How Do You Get to School? Pictures
90
91
92
Ruling Feet Activity Sheet
9 8 7 6 5 4 3 2 1
Ruling Feet
Try measuring using: Measure your foot here!

Heel
__________ __________ __________

93
Name _______________________________________________
Me Word Search
Please Note: Before doing the word search, read the words in the word bank and locate that area on your body.
Search for the words that deal with the body. The words may go across, up and down, or diagonally. Circle the words as you find them. EXTRA: How many times can you find the word ME?
Find the Me Words

F S Q V H G E B H E A D U S L N R I E H X M V S D K E N A N A T O C N R B O E E U A E T K I E H I P S
M H U T F E N O U C R Z S J L T H L M E O B V R U X N E L E M E D Y E W E H D F R C E S S W H Y T T M E M O J P F E X E D S M K T A E S
FEET HANDS HEAD BODY
9
G E R S V M E F O D Y W J U O N W F L H N C R A Q M T I N K E R E N H P M E W N L E S M R S D E S T P C A N D S N G L P A I M E C H I K
HIPS KNEES TOES HAIR NOSE LIPS ANKLES CHEST
U L E E P J D T Z P E H O K D Z L
F G O W U M E Y E S G S L I P S E
WORD BANK
LEGS EYES FINGERS SHOULDERS
Home Connection Letter
95
Home Connection Letter
96
Glad To Be Me is a skilled-based activity book that uses popular childrens literature (available through your school or public library) and original stories and poems (included in this book) as the launching pad for countless hands-on lessons that help strengthen a wide-range of fundamental skills. For a summary of the skills covered in this book, see page 2.
Glad To Be Me includes:
Hands-on lessons and activities centered around popular childrens literature A reproducible, theme-related booklet that your students can assemble and take home Original poems and stories accompanied by related activities A list of recommended books for expanding your curriculum Lesson-specific skill lists and easy-to-follow instructions and teaching tips A comprehensive appendix packed with everything you need to enhance your lessons including reproducible art, templates, and patterns
Classroom management ideas, lesson extensions, wall display ideas, lists of fun facts . . . and more!
BARKER CREEK PUBLISHING, INC.
Poulsbo, Washington USA www.barkercreek.com
13-page reproducible booklet
All About Me
Hands-on lessons and activities centered around popular childrens literature
ISBN 978-1-928961-09-3

Kinder Activities

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A Skill-BASed Activity Book celeBrAting you And Me!

es Includ Me out All Ab cible u reprod et! bookl

BARKER CREEK Glad To Be Me

A Skill-Based, Literature-Linked Activity Book

P.O. Box 2610 Poulsbo, WA 98730 www.barkercreek.com 800.692.5833

Welcome to Glad To Be Me!

Skills covered in Glad To Be Me

About This Book

Glad To Be Me 2008 Barker Creek Publishing, Inc. www.barkercreek.com

Recommended Book List

Crow Boy by Taro Yashima, published by Penguin Young Reader Group

Charlie the Caterpillar by Dom DeLuise, published by Simon & Schuster

Im Glad Im Me A LastingLessons reproducible poem

Glad To Be Me 2008 Barker Creek Publishing, Inc. www.barkercreek.com

Glad To Be Me 2008 Barker Creek Publishing, Inc. www.barkercreek.com

A LastingLessons Reproducible Booklet

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Glad To Be Me 2008 Barker Creek Publishing, Inc. www.barkercreek.com

All About Me Mystery Box

Continued activities for

Glad To Be Me 2008 Barker Creek Publishing, Inc. www.barkercreek.com

Continued activities for

Phone Number Page

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Continued activities for

Favorite Food Page

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Continued activities for

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Wall Display Idea

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Glad To Be Me 2008 Barker Creek Publishing, Inc. www.barkercreek.com

by Nancy Carlson published by Penguin Young Readers Group

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Glad To Be Me 2008 Barker Creek Publishing, Inc. www.barkercreek.com

favorite book favorite color hobbies family etc.

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Glad To Be Me 2008 Barker Creek Publishing, Inc. www.barkercreek.com

Glad To Be Me 2008 Barker Creek Publishing, Inc. www.barkercreek.com

ORAL LANGuAGe DeVeLOPMeNT

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Continued Activities for

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Continued Activities for

See the next page for the display idea.

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Glad To Be Me 2008 Barker Creek Publishing, Inc. www.barkercreek.com

und co ith a ro lices w

(Ideas continue on next page.)

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othEr fun gamEs to try:

by Kevin Henkes published by HarperCollins

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Glad To Be Me 2008 Barker Creek Publishing, Inc. www.barkercreek.com

Those Bloomin Flowers!

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Special Note on Names

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Glad To Be Me 2008 Barker Creek Publishing, Inc. www.barkercreek.com

Pocket Chart Activities:

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Glad To Be Me 2008 Barker Creek Publishing, Inc. www.barkercreek.com

Glad To Be Me 2008 Barker Creek Publishing, Inc. www.barkercreek.com