Objective - Students will ...listen to the story, complete the quiz & draw a picture of something that they are afraid of.

Summary - I will read the book to the students. It is about a girl who conquered her fears of thunderstorms. We will discuss the story and then, they will take a quiz. Afterwards, they will draw a picture of something that they are afraid of.

Implementation - The students really enjoyed the story. They also liked telling what they are afraid of and drawing a picture about it. Most of them did very well on the quiz.

Objective - Students will listen to Groundhog Gets a Say by Pamela Curtis Swallow to find the themes in the book: conflict/resolution, proving oneself, finding meaning in life and more. This lesson will direct students to find similar themes in other materials: books, movies etc. Project description: After reading a book or story, students will create writing and pictures on cards of the theme or themes included in the writing. These cards may be hole punched at the top and bottom to string together with yarn to make a display.

Procedure: - After reading Groundhog Gets a Say, invite a class discussion on the various themes that run throughout the story. List these themes. Encourage making relationships between the book’s themes and the students’ experiences – a movie, television show, or other book that has similar experiences/themes.Each student will use a card for an experience (or more) in the story that they have had (a movie, television show, or other book like the one in the story). 1. Have the student draw the picture on one side and write about it on the other side. 2. Several cards may be used to show more than one theme and personal identification / relationships with events in the book/story. 3. String the student’s cards together to display either with one string or two (as shown)

Objective Students to listen to stories with key color words that are read aloud and identify their favorite story.

Summary Each day I read a story with a key color word (i.e. The Big Orange Splot or The Blue Kangaroo) and compared and it to the previous days story. At the end of the unit students decorated a book pattern of their favorite color book story and we graphed them.

Implementation The children really enjoyed this. They enjoyed decorating their book pattern and they bragged about it at Open House. I would do it again.

Objective - Students will listen to a picture book on tape to increase reading fluency. Then the student will use the book to complete a comprehension worksheet.

Summary - Provide a tape player, tape of book and several copies of book. Also, provide a fun worksheet such as: Word Cards (choose words that are unknown from the book and look up in the dictionary, then write the word in a sentence), Bookmark (make a bookmark from the story, draw a picture from the story and write a sentence or two on the opposite side explaining the picture), or complete a Favorite part worksheet (draw a picture of your favorite part, write a sentence or two explaining the favorite part and then write why it was your favorite part). Each worksheet has the directions posted at the listening center. The students listen to the story and read along in the book. Then they complete the activity at the center. This is used as an independent center for every student in my class and is done during our Open Court workshop time.

Implementation - My students have become excited about going to centers. They love these fun activities. They can summarize the book when asked, because they have had to listen, read along, and do an activity involving the book. I only choose books that will be “fun” for the students.

Objective - Students will listen to teacher read aloud picture story called "Bats" taken from Open Court to introduce Unit on Heritage.

Summary - Teacher will read aloud the story and talk about what heritage means. In the story, the author talks about memories of her grandmother and how they always sat on the porch together and counted bats. Students will listen to story and find a better understanding of what heritage means. They will write a concept they learned or a question they have about the topic after the reading.

Implementation - The students love being read to (even at 5th grade) and they loved this story. It had pictures and a good message. Words that were brought up during the read aloud were: traditions and ritual. We also talked about some of our traditions that coincided with Thanksgiving.

Objective - Students will listen to teacher read aloud picture story called "The Whole World Loves Festivals" taken from Open Court to introduce Unit on Heritage.

Summary - Teacher will read aloud the story and talk about what heritage means. In the story, the author talks about celebrations practiced around the world and how this is related to heritage. Students will listen to story and find a better understanding of what heritage means. They will write a concept they learned or a question they have about the topic after the reading.

Implementation - The students love being read to (even at 5th grade) and they loved this story. The pictures were very vivid. One of the festivals mentioned was India's Independence Day where elephants and marching bands parade through New Delhi, the capital of India. Words that were brought up during the read aloud were: traditions and ritual.

Ojbective - Students will use the "Six Super Strategies" to reinforce

comprehension of the story

Summary - This activity corresponds to the same title under Picture Books -

Fluency. Read aloud the book ''My Rotten Redheaded Older Brother'' by

Patricia Polacco. Choose various excerpts from the story to lead students in the

Six Super Strategries technique for reading comprehension. Walk students through

the Question, Visualize, Connect, Infer, Predict, and Conclude components. As an

assessment, students will choose to be either the author or her brother. They

will then write a letter to the other sibling, describing how they felt about

their sibling before and then after the merry-go-round accident. They will need

to use details from the story to support their feelings.

Implementation - The Six Super Strategies was a technique I learned from

another reading workshop. It seemed to be very helpful in taking apart a story

in a useful and practical way for the students.

5. Picture books in middle school DEAR time (Heather Brower)

Objective - To get students to better use their DEAR time

Summary -  Many of my students simply weren't reading during our appointed Drop Everything And Read time. They either didn't have a book with them, or would rather draw, etc.  I began bringing a selection of books to class to oofer to read to them instead.  I do this approximately once a week, and still require them to bring and read their own novels the rest of the time.  The picture books I choose are related to themes and topics the students are covering in their other subjects, particularly social studies, or to the time of year.

Implementation - Students have responded well to this idea.  At first, some said they were too old to be read to, but now they are all excited for the days when I read to them, even asking to come sit on the floor around me.  They have enjoyed making connections to the other subjects they are studying (ie. Greece, Egypt), and I believe this interest is also translating into the less-eager readers being now more willing to choose a book and read by themselves on the other days.

6.  Gingerbread Baby (Kim Meadows)

Objective -  After listening to the story the children will write stories about their adventures with their own Gingerbread "friend"

Summary -  I gave each child a cutout of a gingerbread person and had them color them.  After reading the story to them I told them to write about what they would do with their gingerbread friends or write about whatever they thought of.  They really liked this activity and had some very good stories.